MASTER INSERVICE PLAN

The School District of Osceola County, Florida Melba Luciano, Superintendent

MASTER INSERVICE PLAN

2015-2016

Student Achievement - Our Number One Priority

2015-2016 MASTER INSERVICE PLAN

TABLE OF CONTENTS

The School District of Osceola County, Florida Student Achievement - Our Number One Priority

Melba Luciano, Superintendent

Section I – Program Guidelines A. Proposed Letter of Board Approval of 2015-2016 Plan

B. Florida Statutes Pertaining to Professional Development

1. 1012.22 – Public School Personnel 2. 1012.34 – Assessment Procedures and Criteria 3. 1012.56 – Educator Certification Requirements 4. 1012.575 – Alternative Preparation Programs for Certified Teachers to Add

Additional Coverage 5. 1012.585 – Transition to Teaching Program 6. 1012.98 – Professional Development

C. Senate Bills Pertaining to Professional Development 1. Senate Bill 1712 – Ethics in Education Act 2. Senate Bill 736 – Student Success Act

D. State Board Rules Pertaining to Professional Development 1. 6A-5.065 – The Educator Accomplished Practices 2. 6A-5.071 – Master Inservice Plan Requirements 3. 6A-5.080 – Florida Principal Leadership Standards 4. 6A-5.081 – Approval of School Leadership Programs 5. 6A-5.090 – Content Area Reading Professional Development 6. 6B-1.006 – Principles of Professional Conduct for the Education Profession in

Florida

E. District Policies for Professional Development 1. School Board Rule 2.70+ – School Board Governance and Organization –

Prohibiting Discrimination, Including Sexual and Other Forms of Harassment 2. School Board Rule 2.80 – School Board Governance and Organization –

Reporting Child Abuse, Abandonment, or Neglect 3. School Board Rule 6.70+ - Human Resources – Staff Training

F. Educational Salary Incentive G. District Professional Development System

1. PD System 2. Redevelopment Checklist

Appendix o Online Learning o District Goals o PD Handbook

2015-2016 MASTER INSERVICE PLAN

TABLE OF CONTENTS



H. Listing of District Professional Development Advisory Boards 1. Professional Development Council 2. Professional Support Staff Inservice Committee Section II – Needs Assessment – 2014-2015 Section III – Inservice Components A. Component Listing Numerically B. Component Listing Alphabetical Section IV – Add-On Endorsement Programs A. Athletic Coaching Add-On Endorsement Program B. ESE Add-On Certification Program Through FDLRS C. ESOL Add-On Endorsement Program D. Reading Add-On Endorsement Program

1. Reading Add-On Endorsement Program 2. Methods for Obtaining Reading Endorsement

E. Gifted Add-On Endorsement Program

Section V – School Leadership, Training and Development A. Plan Document Section VI – New Teacher Program A. Professional Development Novice Educators Training

1. Handbook 2. Fill-In Form

Section VII – Appendix A. Protocol Findings B. Component Descriptions

THE SCHOOL DISTRICT OF OSCEOLA COUNTY, FLORIDA

817 Bill Beck Boulevard Kissimmee Florida 34744‐4492 Phone: 407‐870‐4600 Fax: 407‐870‐4010 www.osceola.k12.fl.us

SCHOOL BOARD MEMBERS Superintendent of Schools District 1 – Jay Wheeler Melba Luciano 407‐973‐4141 District 2 – Kelvin Soto – Vice Chair 407‐361‐2462 District 3 – Tim Weisheyer ‐ Chair 407‐361‐0235 District 4 – Clarence Thacker 407‐361‐7906 District 5 – Ricky Booth 407‐818‐9464

Student Achievement – Our Number One Priority

Districtwide Accreditation by the Southern Association of Colleges and Schools An Equal Opportunity Agency

August 00, 2015 Sangeetha Wollet, Program Specialist Florida Department of Education 325 West Gaines Street, Suite 614 Tallahassee, Florida 32399‐0400 Mrs. Wollet: As required in F.S. 1012.98(4), the School Board of the School District of Osceola County, Florida approval date of the Professional Development System and Master Inservice Plan for the 2015‐2016 school year is August 18, 2015. Approval is required annually for the continued ability to issue inservice points to employees. The Master Inservice Plan is a dynamic document which is revised annually to ensure that it is aligned with the district’s purpose and priorities and meets the FLDOE master inservice requirements. These changes are then presented to the School Board for approval. If I can be of further assistance, please do not hesitate to contact me. Sincerely, Janice C. Franceschi Director of Professional Development cc: Melba Luciano Lissette Brizendine, Ed.D. JCF/lr

FLORIDA STATUTE 1012.22

1012.22 Public school personnel; powers and duties of the district school board.--The district school board shall:

(1) Designate positions to be filled, prescribe qualifications for those positions, and provide for the appointment, compensation, promotion, suspension, and dismissal of employees as follows, subject to the requirements of this chapter:

(a) Positions, qualifications, and appointments.--

1. The district school board shall act upon written recommendations submitted by the district school superintendent for positions to be filled, for minimum qualifications for personnel for the various positions, and for the persons nominated to fill such positions.

2. The district school board may reject for good cause any employee nominated.

3. If the third nomination by the district school superintendent for any position is rejected for good cause, if the district school superintendent fails to submit a nomination for initial employment within a reasonable time as prescribed by the district school board, or if the district school superintendent fails to submit a nomination for reemployment within the time prescribed by law, the district school board may proceed on its own motion to fill such position.

4. The district school board's decision to reject a person's nomination does not give that person a right of action to sue over the rejection and may not be used as a cause of action by the nominated employee.

(b) Time to act on nominations.--The district school board shall act not later than 3 weeks following the receipt of FCAT scores and data, including school grades, or June 30, whichever is later, on the district school superintendent's nominations of supervisors, principals, and members of the instructional staff.

(c) Compensation and salary schedules.--

1. The district school board shall adopt a salary schedule or salary schedules designed to furnish incentives for improvement in training and for continued efficient service to be used as a basis for paying all school employees and fix and authorize the compensation of school employees on the basis thereof.

2. A district school board, in determining the salary schedule for instructional personnel, must base a portion of each employee's compensation on performance demonstrated under s. 1012.34, must consider the prior teaching experience of a person who has been designated state teacher of the year by any state in the United States, and must consider prior professional experience in the field of education gained in positions in addition to district level instructional and administrative positions.

3. In developing the salary schedule, the district school board shall seek input from parents, teachers, and representatives of the business community.

4. Beginning with the 2007-2008 academic year, each district school board shall adopt a salary schedule with differentiated pay for both instructional personnel and school-based administrators. The salary schedule is subject to negotiation as provided in chapter 447 and must allow differentiated pay based on district-determined factors, including, but not limited to, additional responsibilities, school demographics, critical shortage areas, and level of job performance difficulties.

(d) Contracts and terms of service.--The district school board shall provide written contracts for all regular members of the instructional staff.

(e) Transfer and promotion.--The district school board shall act on recommendations of the district school superintendent regarding transfer and promotion of any employee.

(f) Suspension, dismissal, and return to annual contract status.--The district school board shall suspend, dismiss, or return to annual contract members of the instructional staff and other school employees; however, no administrative assistant, supervisor, principal, teacher, or other member of the instructional staff may be discharged, removed, or returned to annual contract except as provided in this chapter.

(g) Awards and incentives.--The district school board shall provide for recognition of district employees, students, school volunteers, and advisory committee members who have contributed outstanding and meritorious service in their fields or service areas. After considering recommendations of the district school superintendent, the district school board shall adopt rules establishing and regulating the meritorious service awards necessary for the efficient operation of the program. An award or incentive granted under this paragraph may not be considered in determining the salary schedules required by paragraph (c). Monetary awards shall be limited to persons who propose procedures or ideas adopted by the board which will result in eliminating or reducing district school board expenditures or improving district or school center operations. Nonmonetary awards shall include, but are not limited to, certificates, plaques, medals, ribbons, and photographs. The district school board may expend funds for such recognition and awards. No award granted under this paragraph shall exceed $2,000 or 10 percent of the first year's gross savings, whichever is greater.

(h) Planning and training time for teachers.--The district school board shall adopt rules to make provisions for teachers to have time for lunch, professional planning, and professional development time when they will not be directly responsible for the children if some adult supervision is furnished for the students during such periods.

(i) Comprehensive program of staff development.--The district school board shall establish a comprehensive program of staff development that incorporates school improvement plans pursuant to s. 1001.42 and is aligned with principal leadership training pursuant to s. 1012.986 as a part of the plan.

(2) Adopt policies relating to personnel leave as follows:

(a) Annual leave.--The district school board may adopt rules that provide for the earning of annual leave by employees, including educational support employees, who are employed for 12 calendar months a year.

(b) Sick leave.--The district school board may adopt rules relating to sick leave, in accordance with the provisions of this chapter.

(c) Illness-in-line-of-duty leave.--The district school board may adopt rules relating to illness-in-the-line-of-duty leave, in accordance with the provisions of this chapter.

(d) Sabbatical leave.--The district school board may adopt rules relating to sabbatical leave, in accordance with the provisions of this chapter.

History.--s. 697, ch. 2002-387; s. 50, ch. 2003-391; s. 56, ch. 2006-74; s. 7, ch, 2007-3; s. 180, ch. 2007-5.


EDITOR’S NOTE: Florida Statute 1012.34 was amended during the 2011 Legislative Session to include Senate Bill 736, Education Personnel, cited as the “Student Success Act”. The Student Success Act revises provisions for the evaluation of instructional and administrative personnel; requires the Department of Education to approve each school district’s evaluation systems for same; requires the adoption of formulas for school districts to use in measuring student learning growth; requires school districts to administer assessments for each course offered in the district and more.

Senate Bill 736 was signed into law on March 24, 2011, by Governor Rick Scott to become effective July 1, 2011. At the time of the proposed review and approval of this document by the School Board of Osceola County, Florida, Senate Bill 736 had not been incorporated into s. 1012.34 F.S. Consequently, the text of the bill has been appended to this document under Section I, Program Guidelines, Item C., Senate Bills, following Senate Bill 1712, Ethics in Education. Florida Statute 1012.34 as it currently exists follows below:

1012.34 Assessment procedures and criteria.—

1) For the purpose of improving the quality of instructional, administrative, and supervisory services in the public schools of the state, the district school superintendent shall establish procedures for assessing the performance of duties and responsibilities of all instructional, administrative, and supervisory personnel employed by the school district. The Department of Education must approve each district's instructional personnel assessment system.

(2) The following conditions must be considered in the design of the district's instructional personnel assessment system:

(a) The system must be designed to support district and school level improvement plans.

(b) The system must provide appropriate instruments, procedures, and criteria for continuous quality improvement of the professional skills of instructional personnel.

(c) The system must include a mechanism to give parents an opportunity to provide input into employee performance assessments when appropriate.

(d) In addition to addressing generic teaching competencies, districts must determine those teaching fields for which special procedures and criteria will be developed.

(e) Each district school board may establish a peer assistance process. The plan may provide a mechanism for assistance of persons who are placed on performance probation as well as offer assistance to other employees who request it.

(f) The district school board shall provide training programs that are based upon guidelines provided by the Department of Education to ensure that all individuals with evaluation responsibilities understand the proper use of the assessment criteria and procedures.

(3) The assessment procedure for instructional personnel and school administrators must be primarily based on the performance of students assigned to their classrooms or schools, as appropriate. Pursuant to this section, a school district's performance assessment is not limited to basing unsatisfactory performance of instructional personnel and school administrators upon student performance, but may include other criteria approved to assess instructional personnel and school administrators' performance, or any combination of student performance and other approved criteria. The procedures must comply with, but are not limited to, the following requirements:

(a) An assessment must be conducted for each employee at least once a year. The assessment must be based upon sound educational principles and contemporary research in effective educational practices. The assessment must primarily use data and indicators of improvement in student performance assessed annually as specified in s. 1008.22 and may consider results of peer reviews in evaluating the employee's performance. Student performance must be measured by state assessments required under s. 1008.22 and by local assessments for subjects and grade levels not measured by the state assessment program. The assessment criteria must include, but are not limited to, indicators that relate to the following:

1. Performance of students.

2. Ability to maintain appropriate discipline.

3. Knowledge of subject matter. The district school board shall make special provisions for evaluating teachers who are assigned to teach out-of-field.

4. Ability to plan and deliver instruction and the use of technology in the classroom.

5. Ability to evaluate instructional needs.

6. Ability to establish and maintain a positive collaborative relationship with students' families to increase student achievement.

7. Other professional competencies, responsibilities, and requirements as established by rules of the State Board of Education and policies of the district school board.

(b) All personnel must be fully informed of the criteria and procedures associated with the assessment process before the assessment takes place.

(c) The individual responsible for supervising the employee must assess the employee's performance. The evaluator must submit a written report of the assessment to the district school superintendent for the purpose of reviewing the employee's contract. The evaluator must submit the written report to the employee no later than 10 days after the assessment takes place. The evaluator must discuss the written report of assessment with the employee. The employee shall have the right to initiate a written response to the assessment, and the response shall become a permanent attachment to his or her personnel file.

(d) If an employee is not performing his or her duties in a satisfactory manner, the evaluator shall notify the employee in writing of such determination. The notice must describe such unsatisfactory performance and include notice of the following procedural requirements:

1. Upon delivery of a notice of unsatisfactory performance, the evaluator must confer with the employee, make recommendations with respect to specific areas of unsatisfactory performance, and provide assistance in helping to correct deficiencies within a prescribed period of time.

2.a. If the employee holds a professional service contract as provided in s. 1012.33, the employee shall be placed on performance probation and governed by the provisions of this section for 90 calendar days following the receipt of the notice of unsatisfactory performance to demonstrate corrective action. School holidays and school vacation periods are not counted when calculating the 90-calendar-day period. During the 90 calendar days, the employee who holds a professional service contract must be evaluated periodically and apprised of progress achieved and must be provided assistance and inservice training opportunities to help correct the noted performance deficiencies. At any time during the 90 calendar days, the employee who holds a professional service contract may request a transfer to another appropriate position with a different supervising administrator; however, a transfer does not extend the period for correcting performance deficiencies.

b. Within 14 days after the close of the 90 calendar days, the evaluator must assess whether the performance deficiencies have been corrected and forward a recommendation to the district school superintendent. Within 14 days after receiving the evaluator's recommendation, the district school superintendent must notify the employee who holds a professional service contract in writing whether the performance deficiencies have been satisfactorily corrected and whether the district school superintendent will recommend that the district school board continue or terminate his or her employment contract. If the employee wishes to contest the district school superintendent's recommendation, the employee must, within 15 days after receipt of the district school superintendent's recommendation, submit a written request for a hearing. The hearing shall be conducted at the district school board's election in accordance with one of the following procedures:

(I) A direct hearing conducted by the district school board within 60 days after receipt of the written appeal. The hearing shall be conducted in accordance with the provisions of ss. 120.569 and 120.57. A majority vote of the membership of the district school board shall be required to sustain the district school superintendent's recommendation. The determination of the district school board shall be final as to the sufficiency or insufficiency of the grounds for termination of employment; or

(II) A hearing conducted by an administrative law judge assigned by the Division of Administrative Hearings of the Department of Management Services. The hearing shall be conducted within 60 days after receipt of the written appeal in accordance with chapter 120. The recommendation of the administrative law judge shall be made to the district school board. A majority vote of the membership of the district school board shall be required to sustain or change the administrative law judge's recommendation. The determination of the district school board shall be final as to the sufficiency or insufficiency of the grounds for termination of employment.

(4) The district school superintendent shall notify the department of any instructional personnel who receive two consecutive unsatisfactory evaluations and who have been given written notice by the district that their employment is being terminated or is not being renewed or that the district school board intends to terminate, or not renew, their employment. The department shall conduct an investigation to determine whether action shall be taken against the certificate holder pursuant to s. 1012.795(1)(c).

(5) The district school superintendent shall develop a mechanism for evaluating the effective use of assessment criteria and evaluation procedures by administrators who are assigned responsibility for evaluating the performance of instructional personnel. The use of the assessment and evaluation procedures shall be considered as part of the annual assessment of the administrator's performance. The system must include a mechanism to give parents and teachers an opportunity to provide input into the administrator's performance assessment, when appropriate.

(6) Nothing in this section shall be construed to grant a probationary employee a right to continued employment beyond the term of his or her contract.

(7) The district school board shall establish a procedure annually reviewing instructional personnel assessment systems to determine compliance with this section. All substantial revisions to an approved system must be reviewed and approved by the district school board before being used to assess instructional personnel. Upon request by a school district, the department shall provide assistance in developing, improving, or reviewing an assessment system.

(8) The State Board of Education shall adopt rules pursuant to ss. 120.536(1) and 120.54, that establish uniform guidelines for the submission, review, and approval of district procedures for the annual assessment of instructional personnel and that include criteria for evaluating professional performance.

History.--s. 708, ch. 2002-387; s. 7, ch. 2004-255; s. 11, ch. 2004-295; s. 60, ch. 2006-74; s. 29, ch. 2008-108.


1012.56 Educator Certification Requirements.--

(1) APPLICATION.--Each person seeking certification pursuant to this chapter shall submit a completed application containing the applicant's social security number to the Department of Education and remit the fee required pursuant to s. 1012.59 and rules of the State Board of Education. Pursuant to the federal Personal Responsibility and Work Opportunity Reconciliation Act of 1996, each party is required to provide his or her social security number in accordance with this section. Disclosure of social security numbers obtained through this requirement is limited to the purpose of administration of the Title IV-D program of the Social Security Act for child support enforcement. Pursuant to s. 120.60, the department shall issue within 90 calendar days after the stamped receipted date of the completed application:

(a) If the applicant meets the requirements, a professional certificate covering the classification, level, and area for which the applicant is deemed qualified and a document explaining the requirements for renewal of the professional certificate;

(b) If the applicant meets the requirements and if requested by an employing school district or an employing private school with a professional education competence demonstration program pursuant to paragraphs (6)(f) and (8)(b), a temporary certificate covering the classification, level, and area for which the applicant is deemed qualified and an official statement of status of eligibility; or

(c) If an applicant does not meet the requirements for either certificate, an official statement of status of eligibility. The statement of status of eligibility must advise the applicant of any qualifications that must be completed to qualify for certification. Each statement of status of eligibility is valid for 3 years after its date of issuance, except as provided in paragraph (2)(d).

(2) ELIGIBILITY CRITERIA.--To be eligible to seek certification, a person must:

(a) Be at least 18 years of age.

(b) File an affidavit that the applicant subscribes to and will uphold the principles incorporated in the Constitution of the United States and the Constitution of the State of Florida and that the information provided in the application is true, accurate, and complete. The affidavit shall be by original signature or by electronic authentication. The affidavit shall include substantially the following warning: WARNING: Giving false information in order to obtain or renew a Florida educator's certificate is a criminal offense under Florida law. Anyone giving false information on this affidavit is subject to criminal prosecution as well as disciplinary action by the Education Practices Commission.

(c) Document receipt of a bachelor's or higher degree from an accredited institution of higher learning, or a non-accredited institution of higher learning that the Department of Education has identified as having a quality program resulting in a bachelor's degree, or higher. Each applicant seeking initial certification must have attained at least a 2.5 overall grade point average on a 4.0 scale in the applicant's major field of study. The applicant may document the required education by submitting official transcripts from institutions of higher education or by authorizing the direct submission of such official transcripts through established electronic network systems. The bachelor's or higher degree may not be required in areas approved in rule by the State Board of Education as non-degreed areas.

(d) Submit to background screening in accordance with subsection (10). If the background screening indicates a criminal history or if the applicant acknowledges a criminal history, the applicant's records shall be referred to the investigative section in the Department of Education for review and determination of eligibility for certification. If the applicant fails to provide the necessary documentation requested by the department within 90 days after the date of the receipt of the certified mail request, the statement of eligibility and pending application shall become invalid.

(e) Be of good moral character.

(f) Be competent and capable of performing the duties, functions, and responsibilities of an educator.

(g) Demonstrate mastery of general knowledge, pursuant to subsection (3).

(h) Demonstrate mastery of subject area knowledge, pursuant to subsection (5).

(i) Demonstrate mastery of professional preparation and education competence, pursuant to subsection (6).

(3) MASTERY OF GENERAL KNOWLEDGE.--Acceptable means of demonstrating mastery of general knowledge are:

(a) Achievement of passing scores on basic skills examination required by state board rule;

(b) Achievement of passing scores on the College Level Academic Skills Test earned prior to July 1, 2002;

(c) A valid professional standard teaching certificate issued by another state;

(d) A valid certificate issued by the National Board for Professional Teaching Standards or a national educator credentialing board approved by the State Board of Education; or

(e) Documentation of two semesters of successful teaching in a community college, state university, or private college or university that awards an associate or higher degree and is an accredited institution or an institution of higher education identified by the Department of Education as having a quality program.

(4) ALIGNMENT OF SUBJECT AREAS.--As the Sunshine State Standards are replaced by the Next Generation Sunshine State Standards under s. 1003.41, the State Board of Education shall align the subject area examinations to the Next Generation Sunshine State Standards.

(5) MASTERY OF SUBJECT AREA KNOWLEDGE.--Acceptable means of demonstrating mastery of subject area knowledge are:

(a) Achievement of passing scores on subject area examinations required by state board rule, which may include, but need not be limited to, world languages in Arabic, Chinese, Farsi, French, German, Greek, Haitian Creole, Hebrew, Hindi, Italian, Japanese, Portuguese, Russian, and Spanish;

(b) Completion of a bachelor's degree or higher and verification of the attainment of an oral proficiency interview score above the intermediate level and a written proficiency score above the intermediate level on a test administered by the American Council on the Teaching of Foreign Languages for which there is no Florida-developed examination;

(c) Completion of the subject area specialization requirements specified in state board rule and verification of the attainment of the essential subject matter competencies by the district school

superintendent of the employing school district or chief administrative officer of the employing state-supported or private school for a subject area for which a subject area examination has not been developed and required by state board rule;

(d) Completion of the subject area specialization requirements specified in state board rule for a subject coverage requiring a master's or higher degree and achievement of a passing score on the subject area examination specified in state board rule;

(e) A valid professional standard teaching certificate issued by another state; or

(f) A valid certificate issued by the National Board for Professional Teaching Standards or a national educator credentialing board approved by the State Board of Education. School districts are encouraged to provide mechanisms for those middle school teachers holding only a K-6 teaching certificate to obtain a subject area coverage for middle grades through postsecondary coursework or district add-on certification.

(6) MASTERY OF PROFESSIONAL PREPARATION AND EDUCATION COMPETENCE.--Acceptable means of demonstrating mastery of professional preparation and education competence are:

(a) Completion of an approved teacher preparation program at a postsecondary educational institution within this state and achievement of a passing score on the professional education competency examination required by state board rule;

(b) Completion of a teacher preparation program at a postsecondary educational institution outside Florida and achievement of a passing score on the professional education competency examination required by state board rule;

(c) A valid professional standard teaching certificate issued by another state;

(d) A valid certificate issued by the National Board for Professional Teaching Standards or a national educator credentialing board approved by the State Board of Education;

(e) Documentation of two semesters of successful teaching in a community college, state university, or private college or university that awards an associate or higher degree and is an accredited institution or an institution of higher education identified by the Department of Education as having a quality program;

(f) Completion of professional preparation courses as specified in state board rule, successful completion of a professional education competence demonstration program pursuant to paragraph (8)(b), and achievement of a passing score on the professional education competency examination required by state board rule;

(g) Successful completion of a professional preparation alternative certification and education competency program, outlined in paragraph (8)(a); or

(h) Successful completion of an alternative certification program pursuant to s. 1004.85 and achievement of a passing score on the professional education competency examination required by rule of the State Board of Education.

(7) TYPES AND TERMS OF CERTIFICATION.--

(a) The Department of Education shall issue a professional certificate for a period not to exceed 5 years to any applicant who meets all the requirements outlined in subsection (2).

(b) The department shall issue a temporary certificate to any applicant who completes the requirements outlined in paragraphs (2)(a)-(f) and completes the subject area content requirements specified in state board rule or demonstrates mastery of subject area knowledge pursuant to subsection (5) and holds an accredited degree or a degree approved by the Department of Education at the level required for the subject area specialization in state board rule.

(c) The department shall issue one nonrenewable 2-year temporary certificate and one nonrenewable 5-year professional certificate to a qualified applicant who holds a bachelor's degree in the area of speech-language impairment to allow for completion of a master's degree program in speech-language impairment. Each temporary certificate is valid for 3 school fiscal years and is nonrenewable. However, the requirement in paragraph (2)(g) must be met within 1 calendar year of the date of employment under the temporary certificate. Individuals who are employed under contract at the end of the 1 calendar year time period may continue to be employed through the end of the school year in which they have been contracted. A school district shall not employ, or continue the employment of, an individual in a position for which a temporary certificate is required beyond this time period if the individual has not met the requirement of paragraph (2)(g). The State Board of Education shall adopt rules to allow the department to extend the validity period of a temporary certificate for 2 years when the requirements for the professional certificate, not including the requirement in paragraph (2)(g), were not completed due to the serious illness or injury of the applicant or other extraordinary extenuating circumstances. The department shall reissue the temporary certificate for 2 additional years upon approval by the Commissioner of Education. A written request for reissuance of the certificate shall be submitted by the district school superintendent, the governing authority of a university laboratory school, the governing authority of a state-supported school, or the governing authority of a private school.

(8) PROFESSIONAL PREPARATION ALTERNATIVE CERTIFICATION AND EDUCATION COMPETENCY PROGRAM.--

(a) The Department of Education shall develop and each school district must provide a cohesive competency-based professional preparation alternative certification program by which members of a school district's instructional staff may satisfy the mastery of professional preparation and education competence requirements specified in this subsection and rules of the State Board of Education. Participants must hold a state-issued temporary certificate. A school district shall provide a competency-based alternative certification preparation program developed by the Department of Education or developed by the district and approved by the Department of Education. The program shall include the following components:

1. A minimum period of initial preparation prior to assuming duties as the teacher of record.

2. An option for collaboration between school districts and other supporting agencies for implementation.

3. Experienced peer mentors.

4. An assessment that provides for:

a. An initial evaluation of each educator's competencies to determine an appropriate individualized professional development plan.

b. A post evaluation to assure successful completion of the program.

5. Professional education preparation content knowledge that includes, but is not limited to, the following:

a. Requirements specified in state board rule for professional preparation. b. The educator-accomplished practices approved by the state board. c. A variety of data indicators for student progress. d. Methodologies, including technology-based methodologies, for teaching subject content that

supports the Sunshine State Standards for students. e. Techniques for effective classroom management. f. Techniques and strategies for optimizing the role of the teacher in assuring a safe learning

environment for students. g. Methodologies for assuring the ability of all students to read, write, and compute.

6. Required achievement of passing scores on the professional education competency examination required by state board rule.

(b) Each school district must and a state supported public school or a private school may develop and maintain a system by which members of the instructional staff may demonstrate mastery of professional education competence as required by law. Each program must be based on classroom application and instructional performance and must include a performance evaluation plan for documenting the demonstration of required professional education competence.

(9) EXAMINATIONS.--

(a) The Commissioner of Education, with the approval of the State Board of Education, may contract for developing, printing, administering, scoring, and appropriate analysis of the written examinations required.

(b) The State Board of Education shall, by rule, specify the examination scores that are required for the issuance of a professional certificate and temporary certificate. Such rules must define generic subject area competencies and must establish uniform evaluation guidelines.

(c) The State Board of Education shall designate the certification areas for subject area examinations. All required examinations may be taken prior to graduation.

(d) If an applicant takes an examination developed by this state and does not achieve the score necessary for certification, the applicant may review his or her completed examination and bring to the attention of the department any errors that would result in a passing score.

(e) For any examination developed by this state, the Department of Education and the State Board of Education shall maintain confidentiality of the examination, developmental materials, and work papers, which are exempt from s. 119.07(1).

(f) The examinations used for demonstration of mastery of general knowledge, professional education competence, and subject area knowledge shall be aligned with student standards approved by the state board. The delivery system for these examinations shall provide for overall efficiency, user-friendly application, and reasonable accessibility to prospective teachers, and prompt attainment of examination results. The examination of competency for demonstration of subject area knowledge shall be sufficiently comprehensive to assess subject matter expertise for individuals who have acquired subject knowledge either through college credit or by other means.

(g) All examination instruments, including developmental materials and work papers directly related thereto, which are prepared, prescribed, or administered pursuant to this section shall be confidential and exempt from the provisions of s. 119.07(1) and from s. 1001.52. Provisions governing access to,

maintenance of, and destruction of such instruments and related materials shall be prescribed by rules of the State Board of Education.

(10) BACKGROUND SCREENING REQUIRED, INITIALLY AND PERIODICALLY.--

(a) Each person who seeks certification under this chapter must be fingerprinted and screened in accordance with s. 1012.32 and must not be ineligible for such certification under s. 1012.315. A person who has been screened in accordance with s. 1012.32 by a district school board or the Department of Education within 12 months before the date the person initially obtains certification under this chapter, the results of which are submitted to the district school board or to the Department of Education, is not required to repeat the screening under this paragraph.

(b) A person may not receive a certificate under this chapter until the person's screening under s. 1012.32 is completed and the results have been submitted to the Department of Education or to the district school superintendent of the school district that employs the person. Every 5 years after obtaining initial certification, each person who is required to be certified under this chapter must be rescreened in accordance with s. 1012.32, at which time the school district shall request the Department of Law Enforcement to forward the fingerprints to the Federal Bureau of Investigation for federal criminal records checks. If, for any reason after obtaining initial certification, the fingerprints of a person who is required to be certified under this chapter are not retained by the Department of Law Enforcement under s. 1012.32(3)(a) and (b), the person must file a complete set of fingerprints with the district school superintendent of the employing school district. Upon submission of fingerprints for this purpose, the school district shall request the Department of Law Enforcement to forward the fingerprints to the Federal Bureau of Investigation for federal criminal records checks, and the fingerprints shall be retained by the Department of Law Enforcement under s. 1012.32(3)(a) and (b). The cost of the state and federal criminal history checks required by paragraph (a) and this paragraph may be borne by the district school board or the employee. Under penalty of perjury, each person who is certified under this chapter must agree to inform his or her employer within 48 hours if convicted of any disqualifying offense while he or she is employed in a position for which such certification is required.

(c) If it is found under s. 1012.796 that a person who is employed in a position requiring certification under this chapter has not been screened in accordance with s. 1012.32, or is ineligible for such certification under s. 1012.315, the person's certification shall be immediately revoked or suspended and he or she shall be immediately suspended from the position requiring certification.

(11) NONCITIZENS.--

(a) The State Board of Education may adopt rules for issuing certificates to noncitizens that are needed to teach and who are legally admitted to the United States through the United States Bureau of Citizenship and Immigration Services. The filing of a written oath to uphold the principles of the Constitution of the United States and the Constitution of the State of Florida, required under paragraph (2)(b), does not apply to individuals assigned to teach on an exchange basis.

(b) A certificate may not be issued to a citizen of a nation controlled by forces that are antagonistic to democratic forms of government, except to an individual who has been legally admitted to the United States through the United States Bureau of Citizenship and Immigration Services.

(12) DENIAL OF CERTIFICATE.--

(a) The Department of Education may deny an applicant a certificate if the department possesses evidence satisfactory to it that the applicant has committed an act or acts, or that a situation exists, for which the Education Practices Commission would be authorized to revoke a teaching certificate.

(b) The decision of the department is subject to review by the Education Practices Commission upon the filing of a written request from the applicant within 20 days after receipt of the notice of denial.

(13) STATE BOARD RULES.--The State Board of Education shall adopt rules pursuant to ss. 120.536 and 120.54, as necessary to implement this section.

(14) PRIOR APPLICATION.--Persons who apply for certification are governed by the law and rules in effect at the time of application for issuance of the initial certificate, provided that continuity of certificates is maintained.

(15) PERSONNEL RECORDS.--The Department of Education shall maintain an electronic database that includes, but need not be limited to, the academic preparation, professional training, and teaching experience of each person to whom a certificate is issued. The applicant or the district school superintendent shall furnish the information using a format provided by the department.

(16) AUTHORITY OF COMMISSIONER.--The Commissioner of Education may make decisions regarding an applicant's certification under extenuating circumstances not otherwise provided for in statute or by rule. However, an applicant for certification approved by the commissioner must possess the credentials, knowledge, and skills necessary to provide quality education in the public schools.

(17) COMPARISON OF ROUTES TO A PROFESSIONAL CERTIFICATE.--Beginning with the 2003-2004 school year, the Department of Education shall conduct a longitudinal study to compare performance of certificate holders who are employed in Florida school districts. The study shall compare a sampling of educators who have qualified for a professional certificate since July 1, 2002, based on the following:

(a) Graduation from a state-approved teacher preparation program. (b) Completion of a state-approved professional preparation and education competency program. (c) A valid standard teaching certificate issued by a state other than Florida. The department comparisons shall be made to determine if there is any significant difference in the performance of these groups of teachers, as measured by their students' achievement levels and learning gains as measured by s. 1008.22. History.--s. 728, ch. 2002-387; s. 43, ch. 2003-391; s. 170, ch. 2004-5; s. 16, ch. 2004-295; s. 61, ch. 2006-74; s. 30, ch. 2008-108; s. 25, ch. 2008-235; s. 104, ch. 2009-21; h. 2008-108; s. 25, ch. 2008-235; s. 104, ch. 2009-21.


1012.575 Alternative preparation programs for certified teachers to add additional coverage.— A district school board may design alternative teacher preparation programs to enable persons already certificated to add an additional coverage to their certificates. Each alternative teacher preparation program shall be reviewed and approved by the Department of Education to assure that persons who complete the program are competent in the necessary areas of subject matter specialization. Two or more school districts may jointly participate in an alternative preparation program for teachers. History.--s. 731, ch. 2002-387.


1012.585 Transition to teaching program.— (1) LEGISLATIVE INTENT.--The Transition to Teaching Program is created to encourage and assist midcareer professionals who want to become teachers. (2) GRANTS; ELIGIBLE APPLICANTS.— (a) The Commissioner of Education shall design the process for receiving and evaluating grant

proposals in accordance with state and federal appropriations guidelines. Grants may be awarded only to the extent that funding is provided.

(b) The Commissioner of Education shall request proposals from eligible applicants to participate in the program. Each application must:

1. Describe the target group of career-changing professionals upon which the applicant will focus in carrying out its program, including a description of the characteristics of the target group that shows how the knowledge and experience of its members are likely to improve their ability to become effective teachers.

2. Describe how the applicant will identify and recruit program participants. 3. Describe how the applicant will ensure that program participants are placed and teach in eligible

school districts in this state. 4. Describe the teacher support services that program participants will receive throughout at least

their first year of teaching. 5. Describe how the applicant will collaborate with other institutions, agencies, or organizations to

recruit, train, place, and support program participants, including evidence of the commitment of those institutions, agencies, or organizations to the applicant's program.

(c) The Commissioner of Education must require an evaluation process to measure the progress and effectiveness of the program. This evaluation must include: 1. The program's goals and objectives. 2. The performance indicators that the applicant will use to measure the program's progress. 3. The outcome measures that will be used to determine the program's effectiveness. 4. An assurance that the applicant will provide the commissioner with information the commissioner finds necessary to determine the overall effectiveness of the programs. (3) PROGRAM IMPLEMENTATION; AUTHORIZED EXPENDITURES.-- (a) An applicant shall estimate the funds required for the proposed program. All funds provided for a program must be used as authorized in federal guidelines. (b) Eligible applicants are encouraged to implement the program using the following components: 1. Recruiting program participants, including informing them of opportunities under the program and putting them in contact with other institutions, agencies, or organizations that will train, place, and support them in the teaching profession. 2. Assisting providers of teacher training to tailor their training to meet the particular needs of professionals who are changing their careers to teaching. 3. Placement activities, including identifying eligible local education agencies with a need for the skills and characteristics of the newly trained program participants and assisting those participants to obtain employment in those school districts. 4. Post-placement support activities for program participants.

(4) ELIGIBLE PARTICIPANTS; REQUIREMENTS FOR GRANT REPAYMENT.-- (a) Each participant who receives a grant from the program to pursue a teacher preparation program must agree to teach in an eligible school district in this state for at least 3 years after certification. To be eligible, a school district must meet the requirements established in regulations that implement the Omnibus Appropriations Bill of 2000. (b) The commissioner shall establish conditions under which a participant must repay all or a portion of the training stipend if the participant fails to complete his or her service obligation.

History.--s. 732, ch. 2002-387.


1012.98 Professional Development.

1012.98 School Community Professional Development Act.

1012.98 William Cecil Golden Professional Development Program for School Leaders.

(1) The Department of Education, public postsecondary educational institutions, public school districts, public schools, state education foundations, consortia, and professional organizations in this state shall work collaboratively to establish a coordinated system of professional development. The purpose of the professional development system is to increase student achievement, enhance classroom instructional strategies that promote rigor and relevance throughout the curriculum, and prepare students for continuing education and the workforce. The system of professional development must align to the standards adopted by the state and support the framework for standards adopted by the National Staff Development Council.

(2) The school community includes students and parents, administrative personnel, managers, instructional personnel, support personnel, members of district school boards, members of school advisory councils, business partners, and personnel that provide health and social services to students.

(3) The activities designed to implement this section must:

(a) Support and increase the success of educators through collaboratively developed school improvement plans that focus on:

1. Enhanced and differentiated instructional strategies to engage students in a rigorous and relevant curriculum based on state and local educational standards, goals, and initiatives;

2. Increased opportunities to provide meaningful relationships between teachers and all students; and

3. Increased opportunities for professional collaboration among and between teachers, guidance counselors, instructional leaders, postsecondary educators engaged in preservice training for new teachers, and the workforce community.

(b) Assist the school community in providing stimulating, scientific research-based educational activities that encourage and motivate students to achieve at the highest levels and to participate as active learners and that prepare students for success at subsequent educational levels and the workforce.

(c) Provide continuous support for all education professionals as well as temporary intervention for education professionals who need improvement in knowledge, skills, and performance.

(4) The Department of Education, school districts, schools, community colleges, and state universities share the responsibilities described in this section. These responsibilities include the following:

(a) The department shall disseminate to the school community research-based professional development methods and programs that have demonstrated success in meeting identified student needs. The Commissioner of Education shall use data on student achievement to identify student needs. The methods of dissemination must include a web-based statewide performance support system, including a database of exemplary professional development activities, a listing of available professional development resources, training programs, and available assistance.

(b) Each school district shall develop a professional development system as specified in subsection (3). The system shall be developed in consultation with teachers, teacher-educators of community

colleges and state universities, business and community representatives, and local education foundations, consortia, and professional organizations. The professional development system must:

1. Be approved by the department. All substantial revisions to the system shall be submitted to the department for review for continued approval.

2. Be based on analyses of student achievement data and instructional strategies and methods that support rigorous, relevant, and challenging curricula for all students. Schools and districts, in developing and refining the professional development system, shall also review and monitor school discipline data; school environment surveys; assessments of parental satisfaction; performance appraisal data of teachers, managers, and administrative personnel; and other performance indicators to identify school and student needs that can be met by improved professional performance.

3. Provide inservice activities coupled with follow up support appropriate to accomplish district-level and school-level improvement goals and standards. The inservice activities for instructional personnel shall focus on analysis of student achievement data, ongoing formal and informal assessments of student achievement, identification and use of enhanced and differentiated instructional strategies that emphasize rigor, relevance, and reading in the content areas, enhancement of subject content expertise, integrated use of classroom technology that enhances teaching and learning, classroom management, parent involvement, and school safety.

4. Include a master plan for inservice activities, pursuant to rules of the State Board of Education, for all district employees from all fund sources. The master plan shall be updated annually by September 1, must be based on input from teachers and district and school instructional leaders, and must use the latest available student achievement data and research to enhance rigor and relevance in the classroom. Each district inservice plan must be aligned to and support the school-based inservice plans and school improvement plans pursuant to s. 1001.42(18). District plans must be approved by the district school board annually in order to ensure compliance with subsection (1) and to allow for dissemination of research-based best practices to other districts. District school boards must submit verification of their approval to the Commissioner of Education no later than October 1, annually.

5. Require each school principal to establish and maintain an individual professional development plan for each instructional employee assigned to the school as a seamless component to the school improvement plans developed pursuant to s. 1001.42(18). The individual professional development plan must:

a. Be related to specific performance data for the students to whom the teacher is assigned. b. Define the inservice objectives and specific measurable improvements expected in student performance as a result of the inservice activity. c. Include an evaluation component that determines the effectiveness of the professional development plan.

6. Include inservice activities for school administrative personnel that address updated skills necessary for instructional leadership and effective school management pursuant to s. 1012.986.

7. Provide for systematic consultation with regional and state personnel designated to provide technical assistance and evaluation of local professional development programs.

8. Provide for delivery of professional development by distance learning and other technology-based delivery systems to reach more educators at lower costs.

9. Provide for the continuous evaluation of the quality and effectiveness of professional development programs in order to eliminate ineffective programs and strategies and to expand effective ones. Evaluations must consider the impact of such activities on the performance of participating educators and their students' achievement and behavior.

(5) Each district school board shall provide funding for the professional development system as required by s. 1011.62 and the General Appropriations Act, and shall direct expenditures from other funding sources to continuously strengthen the system in order to increase student achievement and support instructional staff in enhancing rigor and relevance in the classroom. A school district may coordinate its professional development program with that of another district, with an educational consortium, or with a community college or university, especially in preparing and educating personnel. Each district school board shall make available inservice activities to instructional personnel of nonpublic schools in the district and the state certified teachers who are not employed by the district school board on a fee basis not to exceed the cost of the activity per all participants.

(6) An organization of private schools which has no fewer than 10 member schools in this state, which publishes and files with the Department of Education copies of its standards, and the member schools of which comply with the provisions of part II of chapter 1003, relating to compulsory school attendance, may also develop a professional development system that includes a master plan for inservice activities. The system and inservice plan must be submitted to the commissioner for approval pursuant to rules of the State Board of Education.

(7) The Department of Education shall disseminate, using web-based technology, research-based best practice methods by which the state and district school boards may evaluate and improve the professional development system. The best practices must include data that indicate the progress of all students. The department shall report annually to the State Board of Education and the Legislature any school district that, in the determination of the department, has failed to provide an adequate professional development system. This report must include the results of the department's investigation and of any intervention provided.

(8) The State Board of Education may adopt rules pursuant to ss. 120.536(1) and 120.54 to administer this section.

(9) This section does not limit or discourage a district school board from contracting with independent entities for professional development services and inservice education if the district school board can demonstrate to the Commissioner of Education that, through such a contract, a better product can be acquired or its goals for education improvement can be better met.

(10) For teachers, managers, and administrative personnel who have been evaluated as less than satisfactory, a district school board shall require participation in specific professional development programs as part of the improvement prescription.

(11) The department shall disseminate to the school community proven model professional development programs that have demonstrated success in increasing rigorous and relevant content, increasing student achievement and engagement, and meeting identified student needs. The methods of dissemination must include a web-based statewide performance-support system including a database of exemplary professional development activities, a listing of available professional development resources, training programs, and available technical assistance.

History.--s. 789, ch. 2002-387; s. 10, ch. 2003-118; s. 47, ch. 2003-391; s. 75, ch. 2004-41; s. 5, ch. 2004-255; s. 62, ch. 2006-74; s. 165, ch. 2007-217; s. 34, ch. 2008-108.

(1) There is established the William Cecil Golden Professional Development Program for School Leaders to provide high standards and sustained support for principals as instructional leaders. The program shall consist of a collaborative network of state and national professional leadership organizations to respond to instructional leadership needs throughout the state. The network shall support the human-resource development needs of principals, principal leadership teams, and candidates for principal leadership positions using the framework of leadership standards adopted by the State Board of Education, the Southern Regional Education Board, and the National Staff Development Council. The goal of the network leadership program is to:

(a) Provide resources to support and enhance the principal's role as the instructional leader.

(b) Maintain a clearinghouse and disseminate data-supported information related to enhanced student achievement, based on educational research and best practices.

(c) Build the capacity to increase the quality of programs for preservice education for aspiring principals and inservice professional development for principals and principal leadership teams.

(d) Support best teaching and research-based instructional practices through dissemination and modeling at the preservice and inservice levels for both teachers and principals.

(2) The Department of Education shall coordinate through the network identified in subsection (1) to offer the program through multiple delivery systems, including:

(a) Approved school district training programs.

(b) Interactive technology-based instruction.

(c) Regional consortium service organizations pursuant to s. 1001.451.

(d) State, regional or local leadership academies.

(3) The State Board of Education shall adopt rules pursuant to ss. 120.536(1) and 120.54 to administer this section.

History.--s. 63, ch. 2006-74.

SENATE BILL 736 - STUDENT SUCCESS ACT

1 An act relating to education personnel; providing a 2 short title; amending s. 1012.34, F.S.; revising 3 provisions relating to the evaluation of instructional 4 personnel and school administrators; requiring the 5 Department of Education to approve each school 6 district’s instructional personnel and school 7 administrator evaluation systems; requiring reporting 8 by the Commissioner of Education relating to the 9 evaluation systems; providing requirements and 10 revising procedures and criteria for the evaluation 11 systems; requiring the commissioner to approve or 12 select and the State Board of Education to adopt 13 formulas for school districts to use in measuring 14 student learning growth; requiring the state board to 15 adopt rules relating to standards and measures for 16 implementation of the evaluation systems; amending s. 17 1008.22, F.S.; requiring school districts to 18 administer assessments for each course offered in the 19 district; amending s. 1012.22, F.S.; revising 20 provisions relating to instructional personnel and 21 school administrator compensation and salary 22 schedules; providing requirements for a performance 23 salary schedule, a grandfathered salary schedule, 24 adjustments, and supplements; revising criteria for 25 the promotion of instructional personnel; creating s. 26 1012.335, F.S.; providing employment criteria for 27 instructional personnel hired on or after July 1, 28 2011; providing definitions; providing grounds for 29 suspension or dismissal; requiring rules to define the 30 term ―just cause‖; providing that certain individuals 31 who are hired as instructional personnel are 32 ineligible for contracts issued under s. 1012.33, 33 F.S.; amending s. 1002.33, F.S.; requiring charter 34 schools to comply with provisions relating to 35 compensation and salary schedules, workforce 36 reductions, contracts with instructional personnel 37 hired on or after July 1, 2011, and certain 38 requirements for performance evaluations; amending s. 39 1003.621, F.S.; requiring academically high-performing 40 school districts to comply with additional 41 requirements for personnel; amending s. 1006.09, F.S.; 42 conforming provisions to changes made by the act; 43 amending s. 1012.07, F.S.; revising the methodology 44 for determining critical teacher shortage areas; 45 amending s. 1012.2315, F.S.; providing reporting 46 requirements relating to instructional personnel and 47 school administrator performance; amending s. 1012.27, 48 F.S.; revising the criteria for transferring a 49 teacher; conforming provisions to changes made by the 50 act; amending s. 1012.28, F.S.; authorizing a 51 principal to refuse to accept the placement or 52 transfer of instructional personnel under certain 53 circumstances; amending s. 1012.33, F.S.; revising 54 provisions relating to contracts with certain 55 education personnel; revising just cause grounds for 56 dismissal; deleting provisions to conform to changes 57 made by the act; revising the criteria for renewing a 58 professional service contract; requiring that a 59 district school board’s decision to retain personnel 60 be primarily based on the employee’s performance; 61 repealing s. 1012.52, F.S., relating to legislative 62 intent and findings to improve student achievement and 63 teacher quality; amending s. 1012.795, F.S.; 64 conforming provisions to changes made by the act; 65 authorizing an exemption from requirements for 66 performance evaluation systems and compensation and 67 salary schedules for certain school districts; 68 providing that specified provisions of law do not 69 apply to rulemaking required to administer the act; 70 providing for the repeal of certain special acts or 71 general laws of local application relating to 72 contracts for instructional personnel or school 73 administrators; providing for application of specified 74 provisions of the act; providing for severability; 75 providing effective dates. 76

77 Be It Enacted by the Legislature of the State of Florida: 78

79 Section 1. This act may be cited as the ―Student Success 80 Act.‖ 81

Section 2. Effective upon this act becoming a law, section 82 1012.34, Florida Statutes, is amended to read: 83 1012.34 Personnel evaluation Assessment procedures and 84 criteria.— 85(1) EVALUATION SYSTEM APPROVAL AND REPORTING.— 86 (a) For the purpose of increasing student learning growth 87 by improving the quality of instructional, administrative, and 88 supervisory services in the public schools of the state, the 89 district school superintendent shall establish procedures for 90 evaluating assessing the performance of duties and 91 responsibilities of

all instructional, administrative, and 92 supervisory personnel employed by the school district. The 93 district school superintendent shall annually report the 94 evaluation results of instructional personnel and school 95 administrators to the Department of Education in addition to the 96 information required under subsection (5). 97(b) The department of Education must approve each school 98 district’s instructional personnel and school administrator 99 evaluation systems assessment system. The department shall 100 monitor each district’s implementation of its instructional 101 personnel and school administrator evaluation systems for 102 compliance with the requirements of this section. 103 (c) By December 1, 2012, the Commissioner of Education 104 shall report to the Governor, the President of the Senate, and 105 the Speaker of the House of Representatives the approval and 106 implementation status of each school district’s instructional 107 personnel and school administrator evaluation systems. The 108 report shall include performance evaluation results for the 109 prior school year for instructional personnel and school 110 administrators using the four levels of performance specified in 111 paragraph (2)(e). The performance evaluation results for 112 instructional personnel shall be disaggregated by classroom 113 teachers, as defined in s. 1012.01(2)(a), excluding substitute 114 teachers, and all other instructional personnel, as defined in 115 s. 1012.01(2)(b)–(d). The commissioner shall continue to report, 116 by December 1 each year thereafter, each school district’s 117 performance evaluation results and the status of any evaluation 118 system revisions requested by a school district pursuant to 119 subsection (6). 120(2) EVALUATION SYSTEM REQUIREMENTS.—The evaluation systems 121 for instructional personnel and school administrators must 122 following conditions must be considered in the design of the 123 district’s instructional personnel assessment system: 124 (a) The system must Be designed to support effective 125 instruction and student learning growth, and performance 126 evaluation results must be used when developing district and 127 school level improvement plans.

128 (b) The system must Provide appropriate instruments, 129 procedures, and criteria for continuous quality improvement of 130 the professional skills of instructional personnel and school 131 administrators, and performance evaluation results must be used 132 when identifying professional development. 133(c) The system must Include a mechanism to examine 134 performance data from multiple sources, including opportunities 135 for give parents an opportunity to provide input into employee 136 performance evaluations assessments when appropriate. 137 (d) Identify In addition to addressing generic teaching 138 competencies, districts must determine those teaching fields for 139 which special evaluation procedures and criteria are necessary 140 will be developed. 141 (e) Differentiate among four levels of performance as 142 follows: 143 1. Highly effective. 144

2. Effective. 145 3. Needs improvement or, for instructional personnel in the 146 first 3 years of employment who need improvement, developing. 147 4. Unsatisfactory. 148 149 The Commissioner of Education shall consult with experts, 150 instructional personnel, school administrators, and education 151 stakeholders in developing the criteria for the performance 152 levels. Each district school board may establish a peer 153 assistance process. The plan may provide a mechanism for 154 assistance of persons who are placed on performance probation as 155 well as offer assistance to other employees who request it. 156 (f) The district school board shall Provide for training 157 programs that are based upon guidelines provided by the 158 department of Education to ensure that all individuals with 159 evaluation responsibilities understand the proper use of the 160 evaluation assessment criteria and procedures. 161 (g) Include a process for monitoring and evaluating the 162 effective and consistent use of the evaluation criteria by 163 employees with evaluation responsibilities. 164(h) Include a process for monitoring and evaluating the 165 effectiveness of the system itself in improving instruction and 166 student learning. 167 168 In addition, each district school board may establish a peer 169 assistance process. This process may be a part of the regular 170 evaluation system or used to assist employees placed on 171 performance probation, newly hired classroom teachers, or 172 employees who request assistance. 173

(3) EVALUATION PROCEDURES AND CRITERIA.—The assessment 174 procedure for Instructional personnel and school administrator 175 performance evaluations administrators must be

primarily based 176 upon on the performance of students assigned to their classrooms 177 or schools, as provided in this section appropriate. Pursuant to 178 this section, a school district’s performance evaluation 179 assessment is not limited to basing unsatisfactory performance 180 of instructional personnel and school administrators solely upon 181 student performance, but may include other criteria approved to 182 evaluate assess instructional personnel and school 183 administrators’ performance, or any combination of student 184 performance and other approved criteria. Evaluation The 185 procedures and criteria must comply with, but are not limited 186 to, the following requirements: 187 (a) A performance evaluation An assessment must be 188 conducted for each employee at least once a year, except that a 189 classroom teacher, as defined in s. 1012.01(2)(a), excluding 190 substitute teachers, who is newly hired by the district school 191 board must be observed and evaluated at least twice in the first 192 year of teaching in the school district. The performance 193 evaluation assessment must be based upon sound educational 194 principles and contemporary research in effective educational 195 practices. The assessment must primarily use data and indicators 196 of improvement in student performance assessed annually as 197 specified in s. 1008.22 and may consider results of peer reviews 198 in evaluating the employee’s performance. Student performance 199 must be measured by state assessments required under s. 1008.22 200 and by local assessments for subjects and grade levels not 201 measured by the state assessment program. The evaluation 202 assessment criteria must include, but are not limited to, 203 indicators that relate to the following: 204 1. Performance of students. At least 50 percent of a 205 performance evaluation must be based upon data and indicators of 206 student learning growth assessed annually by statewide 207 assessments or, for subjects and grade levels not measured by 208 statewide assessments, by school district assessments as 209 provided in s. 1008.22(8). Each school district must use the 210 formula adopted pursuant to paragraph (7)(a) for measuring 211 student learning growth in all courses associated with statewide 212 assessments and must select an equally appropriate formula for 213 measuring student learning growth for all other grades and 214 subjects, except as otherwise provided in subsection (7). 215 a. For classroom teachers, as defined in s. 1012.01(2)(a), 216 excluding substitute teachers, the student learning growth 217 portion of the evaluation must include growth data for students 218 assigned to the teacher over the course of at least 3 years. If 219 less than 3 years of data are available, the years for which 220 data are available must be used and the percentage of the 221 evaluation based upon student learning growth may be reduced to 222 not less than 40 percent. 223 b. For instructional personnel who are not classroom 224 teachers, the student learning growth portion of the evaluation 225 must include growth data on statewide assessments for students 226 assigned to the instructional personnel over the course of at 227 least 3 years, or may include a combination of student learning 228 growth data and other measureable student outcomes that are 229 specific to the assigned position, provided that the student 230 learning growth data accounts for not less than 30 percent of 231 the evaluation. If less than 3 years of student growth data are 232 available, the years for which data are available must be used 233 and the percentage of the evaluation based upon student learning 234 growth may be reduced to not less than 20 percent. 235

c. For school administrators, the student learning growth 236 portion of the evaluation must include growth data for students 237 assigned to the school over the course of at least 3 years. If 238 less than 3 years of data are available, the years for which 239 data are available must be used and the percentage of the 240 evaluation based upon student learning growth may be reduced to 241 not less than 40 percent. 242 2. Instructional practice. Evaluation criteria used when 243 annually observing classroom teachers, as defined in s. 244 1012.01(2)(a), excluding substitute teachers, must include 245 indicators based upon each of the Florida Educator Accomplished 246 Practices adopted by the State Board of Education. For 247 instructional personnel who are not classroom teachers, 248 evaluation criteria must be based upon indicators of the Florida 249 Educator Accomplished Practices and may include specific job 250 expectations related to student support. 251 3. Instructional leadership. For school administrators, 252 evaluation criteria must include indicators based upon each of 253 the leadership standards adopted by the State Board of Education 254 under s. 1012.986, including performance measures related to the 255 effectiveness of classroom teachers in the school, the 256 administrator’s

appropriate use of evaluation criteria and 257 procedures, recruitment and retention of effective and highly 258 effective classroom teachers, improvement in the percentage of 259 instructional personnel evaluated at the highly effective or 260 effective level, and other leadership practices that result in 261 student learning growth. The system may include a means to give 262 parents and instructional personnel an opportunity to provide 263 input into the administrator’s performance evaluation. 264

4. Professional and job responsibilities. For instructional 265 personnel and school administrators, other professional and job 266 responsibilities must be included as adopted by the State Board 267 of Education. The district school board may identify additional 268 professional and job responsibilities. 269 2. Ability to maintain appropriate discipline. 270 3. Knowledge of subject matter. The district school board 271 shall make special provisions for evaluating teachers who are 272 assigned to teach out-of-field. 273

4. Ability to plan and deliver instruction and the use of 274 technology in the classroom. 275 5. Ability to evaluate instructional needs. 276 6. Ability to establish and maintain a positive 277 collaborative relationship with students’ families to increase 278 student achievement. 279 7. Other professional competencies, responsibilities, and 280 requirements as established by rules of the State Board of 281 Education and policies of the district school board. 282 (b) All personnel must be fully informed of the criteria 283 and procedures associated with the evaluation assessment process 284 before the evaluation assessment takes place. 285 (c) The individual responsible for supervising the employee 286 must evaluate assess the employee’s performance. The evaluation 287 system may provide for the evaluator to consider input from 288 other personnel trained under paragraph (2)(f). The evaluator 289 must submit a written report of the evaluation assessment to the 290 district school superintendent for the purpose of reviewing the 291 employee’s contract. The evaluator must submit the written 292 report to the employee no later than 10 days after the 293 evaluation assessment takes place. The evaluator must discuss 294 the written evaluation report of assessment with the employee. 295 The employee shall have the right to initiate a written response 296 to the evaluation assessment, and the response shall become a 297 permanent attachment to his or her personnel file. 298 (d) The evaluator may amend an evaluation based upon 299 assessment data from the current school year if the data becomes 300 available within 90 days after the close of the school year. The 301 evaluator must then comply with the procedures set forth in 302 paragraph (c). 303 (4) NOTIFICATION OF UNSATISFACTORY PERFORMANCE.—If an 304 employee who holds a professional service contract as provided 305 in s. 1012.33 is not performing his or her duties in a 306 satisfactory manner, the evaluator shall notify the employee in 307 writing of such determination. The notice must describe such 308 unsatisfactory performance and include notice of the following 309 procedural requirements: 310 (a)1. Upon delivery of a notice of unsatisfactory 311 performance, the evaluator must confer with the employee who 312 holds a professional service contract, make recommendations with 313 respect to specific areas of unsatisfactory performance, and 314 provide assistance in helping to correct deficiencies within a 315 prescribed period of time. 316 (b)1.2.a. If The employee who holds a professional service 317 contract as provided in s. 1012.33, the employee shall be placed 318 on performance probation and governed by the provisions of this 319 section for 90 calendar days following the receipt of the notice 320 of unsatisfactory performance to demonstrate corrective action. 321 School holidays and school vacation periods are not counted when 322 calculating the 90-calendar-day period. During the 90 calendar 323 days, the employee who holds a professional service contract 324 must be evaluated periodically and apprised of progress achieved 325 and must be provided assistance and inservice training 326 opportunities to help correct the noted performance 327 deficiencies. At any time during the 90 calendar days, the 328 employee who holds a professional service contract may request a 329 transfer to another appropriate position with a different 330 supervising administrator; however, if a transfer is granted 331 pursuant to ss. 1012.27(1) and 1012.28(6), it does not extend 332 the period for correcting performance deficiencies. 333 2.b. Within 14 days after the close of the 90 calendar 334 days, the evaluator must evaluate assess whether the performance 335 deficiencies have been corrected and forward a recommendation to 336 the district

school superintendent. Within 14 days after 337 receiving the evaluator’s recommendation, the district school 338 superintendent must notify the employee who holds a professional 339 service contract in writing whether the performance deficiencies 340 have been satisfactorily corrected and whether the district 341 school superintendent will recommend that the district school 342 board continue or terminate his or her employment contract. If 343 the employee wishes to contest the district school 344 superintendent’s recommendation, the employee must, within 15 345 days after receipt of the district school superintendent’s 346 recommendation, submit a written request for a hearing. The 347 hearing shall be conducted at the district school board’s 348 election in accordance with one of the following procedures: 349 a.(I) A direct hearing conducted by the district school 350 board within 60 days after receipt of the written appeal. The 351 hearing shall be conducted in accordance with the provisions of 352 ss. 120.569 and 120.57. A majority vote of the membership of the 353 district school board shall be required to sustain the district 354 school superintendent’s recommendation. The determination of the 355 district school board shall be final as to the sufficiency or 356 insufficiency of the grounds for termination of employment; or 357 b.(II) A hearing conducted by an administrative law judge 358 assigned by the Division of Administrative Hearings of the 359 Department of Management Services. The hearing shall be 360 conducted within 60 days after receipt of the written appeal in 361 accordance with chapter 120. The recommendation of the 362 administrative law judge shall be made to the district school 363 board. A majority vote of the membership of the district school 364 board shall be required to sustain or change the administrative 365 law judge’s recommendation. The determination of the district 366 school board shall be final as to the sufficiency or 367 insufficiency of the grounds for termination of employment. 368 (5)(4) ADDITIONAL NOTIFICATIONS.—The district school 369 superintendent shall annually notify the department of any 370 instructional personnel or school administrators who receive two 371 consecutive unsatisfactory evaluations. The district school 372 superintendent shall also notify the department of any 373 instructional personnel or school administrators and who are 374 have been given written notice by the district of intent to 375 terminate or not renew that their employment is being terminated 376 or is not being renewed or that the district school board 377 intends to terminate, or not renew, their employment. The 378 department shall conduct an investigation to determine whether 379 action shall be taken against the certificate holder pursuant to 380 s. 1012.795(1)(c). 381 (5) The district school superintendent shall develop a 382 mechanism for evaluating the effective use of assessment 383 criteria and evaluation procedures by administrators who are 384 assigned responsibility for evaluating the performance of 385 instructional personnel. The use of the assessment and 386 evaluation procedures shall be considered as part of the annual 387 assessment of the administrator’s performance. The system must 388 include a mechanism to give parents and teachers an opportunity 389 to provide input into the administrator’s performance 390 assessment, when appropriate. 391 (6) Nothing in this section shall be construed to grant a 392 probationary employee a right to continued employment beyond the 393 term of his or her contract. 394 (6)(7) ANNUAL REVIEW OF AND REVISIONS TO THE SCHOOL 395 DISTRICT EVALUATION SYSTEMS.—The district school board shall 396 establish a procedure for annually reviewing instructional 397 personnel and school administrator evaluation assessment systems 398 to determine compliance with this section. All substantial 399 revisions to an approved system must be reviewed and approved by 400 the district school board before being used to evaluate assess 401 instructional personnel or school administrators. Upon request 402 by a school district, the department shall provide assistance in 403 developing, improving, or reviewing an evaluation assessment 404 system. 405 (7) MEASUREMENT OF STUDENT LEARNING GROWTH.— 406 (a) By June 1, 2011, the Commissioner of Education shall 407 approve a formula to measure individual student learning growth 408 on the Florida Comprehensive Assessment Test (FCAT) administered 409 under s. 1008.22(3)(c)1. The formula must take into 410 consideration each student’s prior academic performance. The 411 formula must not set different expectations for student learning 412 growth based upon a student’s gender, race, ethnicity, or 413 socioeconomic status. In the development of the formula, the 414 commissioner shall consider other factors such as a student’s 415 attendance record, disability status, or status as an English 416 language learner. The commissioner shall select additional 417 formulas as appropriate for the remainder of the statewide 418 assessments included under s.

1008.22 and continue to select 419 formulas as new assessments are implemented in the state system. 420 After the commissioner approves the formula to measure 421 individual student learning growth on the FCAT and as additional 422 formulas are selected by the commissioner for new assessments 423 implemented in the state system, the State Board of Education 424 shall adopt these formulas by rule. 425 (b) Beginning in the 2011-2012 school year, each school 426 district shall measure student learning growth using the formula 427 approved by the commissioner under paragraph (a) for courses 428 associated with the FCAT. Each school district shall implement 429 the additional student learning growth measures selected by the 430 commissioner under paragraph (a) for the remainder of the 431 statewide assessments included under s. 1008.22 as they become 432 available. Beginning in the 2014-2015 school year, for grades 433 and subjects not assessed by statewide assessments but otherwise 434 assessed as required under s. 1008.22(8), each school district 435 shall measure student learning growth using an equally 436 appropriate formula. The department shall provide models for 437 measuring student learning growth which school districts may 438 adopt. 439 (c) For a course that is not measured by a statewide 440 assessment, a school district may request, through the 441 evaluation system approval process, to use a student achievement 442 measure rather than a student learning growth measure if 443 achievement is demonstrated to be a more appropriate measure of 444 classroom teacher performance. A school district may also 445 request to use a combination of student learning growth and 446 achievement, if appropriate. 447 (d) If the student learning growth in a course is not 448 measured by a statewide assessment but is measured by a school 449 district assessment, a school district may request, through the 450 evaluation system approval process, that the performance 451 evaluation for the classroom teacher assigned to that course 452 include the learning growth of his or her students on FCAT 453 Reading or FCAT Mathematics. The request must clearly explain 454 the rationale supporting the request. However, the classroom 455 teacher’s performance evaluation must give greater weight to 456 student learning growth on the district assessment. 457 (e) For classroom teachers of courses for which the 458 district has not implemented appropriate assessments under s. 459 1008.22(8) or for which the school district has not adopted an 460 equally appropriate measure of student learning growth under 461 paragraphs (b)-(d), student learning growth must be measured by 462 the growth in learning of the classroom teacher’s students on 463 statewide assessments, or, for courses in which enrolled 464 students do not take the statewide assessments, measurable 465 learning targets must be established based upon the goals of the 466 school improvement plan and approved by the school principal. A 467 district school superintendent may assign to instructional 468 personnel in an instructional team the student learning growth 469 of the instructional team’s students on statewide assessments. 470 This paragraph expires July 1, 2015. 471 (8) RULEMAKING.—The State Board of Education shall adopt 472 rules pursuant to ss. 120.536(1) and 120.54 which, that 473 establish uniform procedures guidelines for the submission, 474 review, and approval of district evaluation systems and 475 reporting requirements procedures for the annual evaluation 476 assessment of instructional personnel and school administrators; 477 specific, discrete standards for each performance level required 478 under subsection (2) to ensure clear and sufficient 479 differentiation in the performance levels and to provide 480 consistency in meaning across school districts; the measurement 481 of student learning growth and associated implementation 482 procedures required under subsection (7); a process to permit 483 instructional personnel to review the class roster for accuracy 484 and to correct any mistakes relating to the identity of students 485 for whom the individual is responsible; and a process for 486 monitoring school district implementation of evaluation systems 487 in accordance with this section that include criteria for 488 evaluating professional performance. Specifically, the rules 489 shall establish a student learning growth standard that if not 490 met will result in the employee receiving an unsatisfactory 491 performance evaluation rating. In like manner, the rules shall 492 establish a student learning growth standard that must be met in 493 order for an employee to receive a highly effective rating and a 494 student learning growth standard that must be met in order for 495 an employee to receive an effective rating. 496 Section 3. Subsection (8) of section 1008.22, Florida 497 Statutes, is amended to read: 498 1008.22 Student assessment program for public schools.— 499 (8) LOCAL ASSESSMENTS.— 500(a) Measurement of the learning gains of students in all 501 subjects and grade levels other than subjects and grade levels 502 required for the state

student achievement testing program is 503 the responsibility of the school districts. 504(b) Beginning with the 2014-2015 school year, each school 505 district shall administer for each course offered in the 506 district a student assessment that measures mastery of the 507 content, as described in the state-adopted course description, 508 at the necessary level of rigor for the course. Such assessments 509 may include: 510 1. Statewide assessments. 511 2. Other standardized assessments, including nationally 512 recognized standardized assessments. 513 3. Industry certification examinations. 514 4. District-developed or district-selected end-of-course 515 assessments. 516 (c) The Commissioner of Education shall identify methods to 517 assist and support districts in the development and acquisition 518 of assessments required under this subsection. Methods may 519 include developing item banks, facilitating the sharing of 520 developed tests among school districts, acquiring assessments 521 from state and national curriculum-area organizations, and 522 providing technical assistance in best professional practices of 523 test development based upon state-adopted curriculum standards, 524 administration, and security. 525 Section 4. Paragraphs (c) and (e) of subsection (1) of 526 section 1012.22, Florida Statutes, are amended to read: 527 1012.22 Public school personnel; powers and duties of the 528 district school board.—The district school board shall: 529 (1) Designate positions to be filled, prescribe 530 qualifications for those positions, and provide for the 531 appointment, compensation, promotion, suspension, and dismissal 532 of employees as follows, subject to the requirements of this 533 chapter: 534(c) Compensation and salary schedules.— 535 1. Definitions.—As used in this paragraph: 536 a. ―Adjustment‖ means an addition to the base salary 537 schedule that is not a bonus and becomes part of the employee’s 538 permanent base salary and shall be considered compensation under 539 s. 121.021(22). 540 b. ―Grandfathered salary schedule‖ means the salary 541 schedule or schedules adopted by a district school board before 542 July 1, 2014, pursuant to subparagraph 4. 543 c. ―Instructional personnel‖ means instructional personnel 544 as defined in s. 1012.01(2)(a)-(d), excluding substitute 545 teachers. 546 d. ―Performance salary schedule‖ means the salary schedule 547 or schedules adopted by a district school board pursuant to 548 subparagraph 5. 549 e. ―Salary schedule‖ means the schedule or schedules used 550 to provide the base salary for district school board personnel. 551 f. ―School administrator‖ means a school administrator as 552 defined in s. 1012.01(3)(c). 553 g. ―Supplement‖ means an annual addition to the base salary 554 for the term of the negotiated supplement as long as the 555 employee continues his or her employment for the purpose of the 556 supplement. A supplement does not become part of the employee’s 557 continuing base salary but shall be considered compensation 558 under s. 121.021(22). 559 2. Cost-of-living adjustment.—A district school board may 560 provide a cost-of-living salary adjustment if the adjustment: 561 a. Does not discriminate among comparable classes of 562 employees based upon the salary schedule under which they are 563 compensated. 564 b. Does not exceed 50 percent of the annual adjustment 565 provided to instructional personnel rated as effective. 566 3. Advanced degrees.—A district school board may not use 567 advanced degrees in setting a salary schedule for instructional 568 personnel or school administrators hired on or after July 1, 569 2011, unless the advanced degree is held in the individual’s 570 area of certification and is only a salary supplement. 571 4. Grandfathered salary schedule.— 572 a. The district school board shall adopt a salary schedule 573 or salary schedules to be used as the basis for paying all 574 school employees hired before July 1, 2014. Instructional 575 personnel on annual contract as of July 1, 2014, shall be placed 576 on the performance salary schedule adopted under subparagraph 5. 577 Instructional personnel on continuing contract or professional 578 service contract may opt into the performance salary schedule if 579 the employee relinquishes such contract and agrees to be 580 employed on an annual contract under s. 1012.335. Such an 581 employee shall be placed on the performance salary schedule and 582 may not return to continuing contract or professional service 583 contract status. Any employee who opts into the performance 584 salary schedule may not return to the grandfathered salary 585 schedule. 586 b. In determining the grandfathered salary schedule for 587 instructional personnel, a district school board must base a 588 portion of each employee’s compensation upon performance 589 demonstrated under s. 1012.34 and shall provide differentiated 590 pay for both instructional personnel and school administrators 591 based upon district-determined factors, including, but not 592 limited to, additional responsibilities, school demographics, 593 critical

shortage areas, and level of job performance 594 difficulties. 595 5. Performance salary schedule.—By July 1, 2014, the 596 district school board shall adopt a performance salary schedule 597 that provides annual salary adjustments for instructional 598 personnel and school administrators based upon performance 599 determined under s. 1012.34. Employees hired on or after July 1, 600 2014, or employees who choose to move from the grandfathered 601 salary schedule to the performance salary schedule shall be 602 compensated pursuant to the performance salary schedule once 603 they have received the appropriate performance evaluation for 604 this purpose. However, a classroom teacher whose performance 605 evaluation utilizes student learning growth measures established 606 under s. 1012.34(7)(e) shall remain under the grandfathered 607 salary schedule until his or her teaching assignment changes to 608 a subject for which there is an assessment or the school 609 district establishes equally appropriate measures of student 610 learning growth as defined under s. 1012.34 and rules of the 611 State Board of Education. 612 a. Base salary.—The base salary shall be established as 613 follows: 614 (I) The base salary for instructional personnel or school 615 administrators who opt into the performance salary schedule 616 shall be the salary paid in the prior year, including 617 adjustments only. 618 (II) Beginning July 1, 2014, instructional personnel or 619 school administrators new to the district, returning to the 620 district after a break in service without an authorized leave of 621 absence, or appointed for the first time to a position in the 622 district in the capacity of instructional personnel or school 623 administrator shall be placed on the performance salary 624 schedule. 625 b. Salary adjustments.—Salary adjustments for highly 626 effective or effective performance shall be established as 627 follows: 628 (I) The annual salary adjustment under the performance 629 salary schedule for an employee rated as highly effective must 630 be greater than the highest annual salary adjustment available 631 to an employee of the same classification through any other 632 salary schedule adopted by the district. 633 (II) The annual salary adjustment under the performance 634 salary schedule for an employee rated as effective must be equal 635 to at least 50 percent and no more than 75 percent of the annual 636 adjustment provided for a highly effective employee of the same 637 classification. 638 (III) The performance salary schedule shall not provide an 639 annual salary adjustment for an employee who receives a rating 640 other than highly effective or effective for the year. 641 c. Salary supplements.—In addition to the salary 642 adjustments, each district school board shall provide for salary 643 supplements for activities that must include, but are not 644 limited to: 645 (I) Assignment to a Title I eligible school. 646 (II) Assignment to a school in the bottom two categories of 647 the school improvement system under s. 1008.33 such that the 648 supplement remains in force for at least 1 year following 649 improved performance in that school. 650 (III) Certification and teaching in critical teacher 651 shortage areas. Statewide critical teacher shortage areas shall 652 be identified by the State Board of Education under s. 1012.07. 653 However, the district school board may identify other areas of 654 critical shortage within the school district for purposes of 655 this sub-sub-subparagraph and may remove areas identified by the 656 state board which do not apply within the school district. 657 (IV) Assignment of additional academic responsibilities. 658 659 If budget constraints in any given year limit a district school 660 board’s ability to fully fund all adopted salary schedules, the 661 performance salary schedule shall not be reduced on the basis of 662 total cost or the value of individual awards in a manner that is 663 proportionally greater than reductions to any other salary 664 schedules adopted by the district. The district school board 665 shall adopt a salary schedule or salary schedules designed to 666 furnish incentives for improvement in training and for continued 667 efficient service to be used as a basis for paying all school 668 employees and fix and authorize the compensation of school 669 employees on the basis thereof. 670 2. A district school board, in determining the salary 671 schedule for instructional personnel, must base a portion of 672 each employee’s compensation on performance demonstrated under 673 s. 1012.34, must consider the prior teaching experience of a 674 person who has been designated state teacher of the year by any 675 state in the United States, and must consider prior professional 676 experience in the field of education gained in positions in 677 addition to district level instructional and administrative 678 positions. 679 3. In developing the salary schedule, the district school 680 board shall seek input from parents, teachers, and 681 representatives of the business community. 682 4. Beginning with the 2007-2008 academic year, each 683 district school board shall

adopt a salary schedule with 684 differentiated pay for both instructional personnel and school-685 based administrators. The salary schedule is subject to 686 negotiation as provided in chapter 447 and must allow 687 differentiated pay based on district-determined factors, 688 including, but not limited to, additional responsibilities, 689 school demographics, critical shortage areas, and level of job 690 performance difficulties. 691 (e) Transfer and promotion.—The district school board shall 692 act on recommendations of the district school superintendent 693 regarding transfer and promotion of any employee. The district 694 school superintendent’s primary consideration in recommending an 695 individual for a promotion must be the individual’s demonstrated 696 effectiveness under s. 1012.34. 697 Section 5. Section 1012.335, Florida Statutes, is created 698 to read: 699 1012.335 Contracts with instructional personnel hired on or 700 after July 1, 2011.— 701 (1) DEFINITIONS.—As used in this section, the term: 702

(a) ―Annual contract‖ means an employment contract for a 703 period of no longer than 1 school year which the district school 704 board may choose to award or not award without cause. 705 (b) ―Instructional personnel‖ means instructional personnel 706 as defined in s. 1012.01(2)(a)-(d), excluding substitute 707 teachers. 708 (c) ―Probationary contract‖ means an employment contract 709 for a period of 1 school year awarded to instructional personnel 710 upon initial employment in a school district. Probationary 711 contract employees may be dismissed without cause or may resign 712 without breach of contract. A district school board may not 713 award a probationary contract more than once to the same 714 employee unless the employee was rehired after a break in 715 service for which an authorized leave of absence was not 716 granted. A probationary contract shall be awarded regardless of 717 previous employment in another school district or state. 718 (2) EMPLOYMENT.— 719

(a) Beginning July 1, 2011, each individual newly hired as 720 instructional personnel by the district school board shall be 721 awarded a probationary contract. Upon successful completion of 722 the probationary contract, the district school board may award 723 an annual contract pursuant to paragraph (c). 724 (b) Beginning July 1, 2011, an annual contract may be 725 awarded pursuant to paragraph (c) for instructional personnel 726 who have successfully completed a probationary contract with the 727 district school board and have received one or more annual 728 contracts from the district school board. 729 (c) An annual contract may be awarded only if the employee: 730 1. Holds an active professional certificate or temporary 731 certificate issued pursuant to s. 1012.56 and rules of the State 732 Board of Education. 733 2. Has been recommended by the district school 734 superintendent for the annual contract based upon the 735 individual’s evaluation under s. 1012.34 and approved by the 736 district school board. 737 3. Has not received two consecutive annual performance 738 evaluation ratings of unsatisfactory, two annual performance 739 evaluation ratings of unsatisfactory within a 3-year period, or 740 three consecutive annual performance evaluation ratings of needs 741 improvement or a combination of needs improvement and 742 unsatisfactory under s. 1012.34. 743 (3) VIOLATION OF ANNUAL CONTRACT.—Instructional personnel 744 who accept a written offer from the district school board and 745 who leave their positions without prior release from the 746 district school board are subject to the jurisdiction of the 747 Education Practices Commission. 748 (4) SUSPENSION OR DISMISSAL OF INSTRUCTIONAL PERSONNEL ON 749 ANNUAL CONTRACT.—Any instructional personnel with an annual 750 contract may be suspended or dismissed at any time during the 751 term of the contract for just cause as provided in subsection 752 (5). The district school board shall notify the employee in 753 writing whenever charges are made and may suspend such person 754 without pay. However, if the charges are not sustained, the 755 employee shall be immediately reinstated and his or her back pay 756 shall be paid. If the employee wishes to contest the charges, he 757 or she must, within 15 days after receipt of the written notice, 758 submit a written request for a hearing to the district school 759 board. A direct hearing shall be conducted by the district 760 school board or a subcommittee thereof within 60 days after 761 receipt of the written appeal. The hearing shall be conducted in 762 accordance with ss. 120.569 and 120.57. A majority vote of the 763 membership of the district school board shall be required to 764 sustain the district school

superintendent’s recommendation. The 765 district school board’s determination is final as to the 766 sufficiency or insufficiency of the grounds for suspension 767 without pay or dismissal. Any such decision adverse to the 768 employee may be appealed by the employee pursuant to s. 120.68. 769 (5) JUST CAUSE.—The State Board of Education shall adopt 770 rules pursuant to ss. 120.536(1) and 120.54 to define the term 771 ―just cause.‖ Just cause includes, but is not limited to: 772 (a) Immorality. 773 (b) Misconduct in office. 774 (c) Incompetency. 775 (d) Gross insubordination. 776 (e) Willful neglect of duty. 777 (f) Being convicted or found guilty of, or entering a plea 778 of guilty to, regardless of adjudication of guilt, any crime 779 involving moral turpitude. 780 (6) LIMITATION.—An individual newly hired as instructional 781 personnel by a school district in this state under this section 782 is ineligible for any contract issued under s. 1012.33. 783 Section 6. Paragraph (b) of subsection (16) of section 784 1002.33, Florida Statutes, is amended to read: 785 1002.33 Charter schools.— 786 (16) EXEMPTION FROM STATUTES.— 787 (b) Additionally, a charter school shall be in compliance 788 with the following statutes: 789 1. Section 286.011, relating to public meetings and 790 records, public inspection, and criminal and civil penalties. 791 2. Chapter 119, relating to public records. 792 3. Section 1003.03, relating to the maximum class size, 793 except that the calculation for compliance pursuant to s. 794 1003.03 shall be the average at the school level. 795 4. Section 1012.22(1)(c), relating to compensation and 796 salary schedules. 797 5. Section 1012.33(5), relating to workforce reductions. 798 6. Section 1012.335, relating to contracts with 799 instructional personnel hired on or after July 1, 2011. 800 7. Section 1012.34, relating to the substantive 801 requirements for performance evaluations for instructional 802 personnel and school administrators. 803 Section 7. Paragraph (h) of subsection (2) of section 804 1003.621, Florida Statutes, is amended to read: 805 1003.621 Academically high-performing school districts.—It 806 is the intent of the Legislature to recognize and reward school 807 districts that demonstrate the ability to consistently maintain 808 or improve their high-performing status. The purpose of this 809 section is to provide high-performing school districts with 810 flexibility in meeting the specific requirements in statute and 811 rules of the State Board of Education. 812 (2) COMPLIANCE WITH STATUTES AND RULES.—Each academically 813 high-performing school district shall comply with all of the 814 provisions in chapters 1000-1013, and rules of the State Board 815 of Education which implement these provisions, pertaining to the 816 following: 817

(h) Sections 1012.22(1)(c) and 1012.27(2), relating to 818 public school personnel compensation and salary schedules; s. 819 1012.34, relating to personnel evaluation procedures and 820 criteria; and ss. 1012.33 and 1012.335, relating to contracts 821 with instructional personnel, staff, supervisors, and school 822 administrators differentiated pay and performance-pay policies 823 for school administrators and instructional personnel. 824 Professional service contracts are subject to the provisions of 825 ss. 1012.33 and 1012.34. 826 Section 8. Subsection (4) of section 1006.09, Florida 827 Statutes, is amended to read: 828 1006.09 Duties of school principal relating to student 829 discipline and school safety.— 830 (4) When a student has been the victim of a violent crime 831 perpetrated by another student who attends the same school, the 832 school principal shall make full and effective use of the 833 provisions of subsection (2) and s. 1006.13(6). A school 834 principal who fails to comply with this subsection shall be 835 ineligible for any portion of the performance pay policy 836 incentive or the differentiated pay under s. 1012.22. However, 837 if any party responsible for notification fails to properly 838 notify the school, the school principal shall be eligible for 839 the performance pay incentive or differentiated pay. 840 Section 9. Section 1012.07, Florida Statutes, is amended to 841 read: 842 1012.07 Identification of critical teacher shortage areas.— 843 (1) As used in ss. 1009.57, 1009.58, and 1009.59, The term 844 ―critical teacher shortage area‖ means high-need content areas 845 applies to mathematics, science, career education, and high-846 priority high priority location areas identified by. the State 847 Board of Education may identify career education programs having 848 critical teacher shortages. The State Board of Education shall 849 adopt rules pursuant to ss. 120.536(1) and 120.54 necessary to 850 annually identify other critical teacher shortage areas and high 851 priority location areas. The state board must shall also 852 consider current and emerging educational requirements and 853 workforce demands teacher characteristics such as ethnic 854

background, race, and sex in determining critical teacher 855 shortage areas. School grade levels may also be designated 856 critical teacher shortage areas. Individual district school 857 boards may identify and submit other critical teacher shortage 858 areas. Such submissions shortages must be aligned to current and 859 emerging educational requirements and workforce demands in order 860 to be certified to and approved by the State Board of Education. 861 High-priority High priority location areas shall be in high-862 density, low-economic urban schools, and low-density, low-863 economic rural schools, and schools identified as lowest 864 performing under s. 1008.33(4)(b) shall include schools which 865 meet criteria which include, but are not limited to, the 866 percentage of free lunches, the percentage of students under 867 Chapter I of the Education Consolidation and Improvement Act of 868 1981, and the faculty attrition rate. 869 (2) This section shall be implemented only to the extent as 870 specifically funded and authorized by law. 871

Section 10. Subsection (5) of section 1012.2315, Florida 872 Statutes, is amended to read: 873 1012.2315 Assignment of teachers.— 874 (5) REPORT.— 875 (a) By July 1, 2012, the Department of Education shall 876 annually report on its website, in a manner that is accessible 877 to the public, the performance rating data reported by district 878 school boards under s. 1012.34. The report must include the 879 percentage of classroom teachers, instructional personnel, and 880 school administrators receiving each performance rating 881 aggregated by school district and by school. 882 (b) Notwithstanding the provisions of s. 1012.31(3)(a)2., 883 each school district shall annually report to the parent of any 884 student who is assigned to a classroom teacher or school 885 administrator having two consecutive annual performance 886 evaluation ratings of unsatisfactory under s. 1012.34, two 887 annual performance evaluation ratings of unsatisfactory within a 888 3-year period under s. 1012.34, or three consecutive annual 889 performance evaluation ratings of needs improvement or a 890 combination of needs improvement and unsatisfactory under s. 891 1012.34. Schools graded ―D‖ or ―F‖ shall annually report their 892 teacher-retention rate. Included in this report shall be reasons 893 listed for leaving by each teacher who left the school for any 894 reason. 895 Section 11. Subsections (1) and (2) of section 1012.27, 896 Florida Statutes, are amended to read: 897 1012.27 Public school personnel; powers and duties of 898 district school superintendent.—The district school 899 superintendent is responsible for directing the work of the 900 personnel, subject to the requirements of this chapter, and in 901 addition the district school superintendent shall perform the 902 following: 903

(1) POSITIONS, QUALIFICATIONS, AND NOMINATIONS.— 904 (a) Recommend to the district school board duties and 905 responsibilities which need to be performed and positions which 906 need to be filled to make possible the development of an 907 adequate school program in the district. 908 (b) Recommend minimum qualifications of personnel for these 909 various positions, and nominate in writing persons to fill such 910 positions. 911 912 The district school superintendent’s recommendations for filling 913 instructional positions at the school level must consider 914 nominations received from school principals of the respective 915 schools. Before transferring a teacher who holds a professional 916 teaching certificate from one school to another, the district 917 school superintendent shall consult with the principal of the 918 receiving school and allow the principal to review the teacher’s 919 records, including student performance demonstrated under s. 920 1012.34, and interview the teacher. If, in the judgment of the 921 principal, students would not benefit from the placement, an 922 alternative placement may be sought. A principal may refuse the 923 placement in accordance with s. 1012.28(6). 924 (2) COMPENSATION AND SALARY SCHEDULES.—Prepare and 925 recommend to the district school board for adoption a salary 926 schedule or salary schedules in accordance with s. 1012.22. The 927 district school superintendent must recommend a salary schedule 928 for instructional personnel which bases a portion of each 929 employee’s compensation on performance demonstrated under s. 930 1012.34. In developing the recommended salary schedule, the 931 district school superintendent shall include input from parents, 932 teachers, and representatives of the business community. 933 Beginning with the 2007-2008 academic year, the recommended 934 salary schedule for classroom teachers shall be consistent with

935 the district’s differentiated-pay policy based upon s. 1012.22. 936 Section 12. Subsection (3) of section 1012.28, Florida 937 Statutes, is amended, present subsection (6) is renumbered and 938 amended, and a new subsection (6) is added to that section, to 939 read: 940 1012.28 Public school personnel; duties of school 941 principals.— 942 (3) Each school principal is responsible for the 943 performance of all personnel employed by the district school 944 board and assigned to the school to which the principal is 945 assigned. The school principal shall faithfully and effectively 946 apply the personnel evaluation assessment system approved by the 947 district school board pursuant to s. 1012.34. 948 (6) A principal may refuse to accept the placement or 949 transfer of instructional personnel by the district school 950 superintendent to his or her school unless the instructional 951 personnel has a performance rating of effective or highly 952 effective under s. 1012.34. 953 (7)(6) A school principal who fails to comply with this 954 section shall be ineligible for any portion of the performance 955 pay policy incentive and differentiated pay under s. 1012.22. 956 Section 13. Paragraph (a) of subsection (1) and subsections 957 (3) and (5) of section 1012.33, Florida Statutes, are amended to 958 read: 959 1012.33 Contracts with instructional staff, supervisors, 960 and school principals.— 961 (1)(a) Each person employed as a member of the 962 instructional staff in any district school system shall be 963 properly certified pursuant to s. 1012.56 or s. 1012.57 or 964 employed pursuant to s. 1012.39 and shall be entitled to and 965 shall receive a written contract as specified in this section. 966 All such contracts, except continuing contracts as specified in 967 subsection (4), shall contain provisions for dismissal during 968 the term of the contract only for just cause. Just cause 969 includes, but is not limited to, the following instances, as 970 defined by rule of the State Board of Education: immorality, 971 misconduct in office, incompetency, two consecutive annual 972 performance evaluation ratings of unsatisfactory under s. 973 1012.34, two annual performance evaluation ratings of 974 unsatisfactory within a 3-year period under s. 1012.34, three 975 consecutive annual performance evaluation ratings of needs 976 improvement or a combination of needs improvement and 977 unsatisfactory under s. 1012.34, gross insubordination, willful 978 neglect of duty, or being convicted or found guilty of, or 979 entering a plea of guilty to, regardless of adjudication of 980 guilt, any crime involving moral turpitude. 981 (3)(a) Each district school board shall provide a 982 professional service contract as prescribed herein. Each member 983 of the instructional staff who completed the following 984 requirements prior to July 1, 1984, shall be entitled to and 985 shall be issued a continuing contract in the form prescribed by 986 rules of the state board pursuant to s. 231.36, Florida Statutes 987 (1981). Each member of the instructional staff who completes the 988 following requirements on or after July 1, 1984, shall be 989 entitled to and shall be issued a professional service contract 990 in the form prescribed by rules of the state board as provided 991 herein: 992 1. The member must hold a professional certificate as 993 prescribed by s. 1012.56 and rules of the State Board of 994 Education. 995 2. The member must have completed 3 years of probationary 996 service in the district during a period not in excess of 5 997 successive years, except for leave duly authorized and granted. 998 3. The member must have been recommended by the district 999 school superintendent for such contract and reappointed by the 1000 district school board based on successful performance of duties 1001 and demonstration of professional competence. 1002

4. For any person newly employed as a member of the 1003 instructional staff after June 30, 1997, the initial annual 1004 contract shall include a 97-day probationary period during which 1005 time the employee’s contract may be terminated without cause or 1006 the employee may resign without breach of contract. 1007 (b) The professional service contract shall be effective at 1008 the beginning of the school fiscal year following the completion 1009 of all requirements therefor. 1010 (c) The period of service provided herein may be extended 1011 to 4 years when prescribed by the district school board and 1012 agreed to in writing by the employee at the time of 1013 reappointment. 1014 (d) A district school board may issue a continuing contract 1015 prior to July 1, 1984, and may issue a professional service 1016 contract subsequent to July 1, 1984, to any employee who has 1017 previously held a professional service contract or continuing 1018 contract in the same or another district within this state. Any 1019 employee who holds a continuing contract may, but is not 1020 required to, exchange such continuing contract for a 1021 professional service contract in the same district. 1022 (d)(e) A

professional service contract shall be renewed 1023 each year unless: 1024 1. The district school superintendent, after receiving the 1025 recommendations required by s. 1012.34, charges the employee 1026 with unsatisfactory performance and notifies the employee of 1027 performance deficiencies as required by s. 1012.34; or 1028 2. The employee receives two consecutive annual performance 1029 evaluation ratings of unsatisfactory under s. 1012.34, two 1030 annual performance evaluation ratings of unsatisfactory within a 1031 3-year period under s. 1012.34, or three consecutive annual 1032 performance evaluation ratings of needs improvement or a 1033 combination of needs improvement and unsatisfactory under s. 1034 1012.34. An employee who holds a professional service contract 1035 on July 1, 1997, is subject to the procedures set forth in 1036 paragraph (f) during the term of the existing professional 1037 service contract. The employee is subject to the procedures set 1038 forth in s. 1012.34(3)(d) upon the next renewal of the 1039 professional service contract; however, if the employee is 1040 notified of performance deficiencies before the next contract 1041 renewal date, the procedures of s. 1012.34(3)(d) do not apply 1042 until the procedures set forth in paragraph (f) have been 1043 exhausted and the professional service contract is subsequently 1044 renewed. 1045 (f) The district school superintendent shall notify an 1046 employee who holds a professional service contract on July 1, 1047 1997, in writing, no later than 6 weeks prior to the end of the 1048 postschool conference period, of performance deficiencies which 1049 may result in termination of employment, if not corrected during 1050 the subsequent year of employment (which shall be granted for an 1051 additional year in accordance with the provisions in subsection 1052 (1)). Except as otherwise hereinafter provided, this action 1053 shall not be subject to the provisions of chapter 120, but the 1054 following procedures shall apply: 1055 1. On receiving notice of unsatisfactory performance, the 1056 employee, on request, shall be accorded an opportunity to meet 1057 with the district school superintendent, or his or her designee, 1058 for an informal review of the determination of unsatisfactory 1059 performance. 1060 2. An employee notified of unsatisfactory performance may 1061 request an opportunity to be considered for a transfer to 1062 another appropriate position, with a different supervising 1063 administrator, for the subsequent year of employment. If the 1064 request for the transfer is granted, the district school 1065 superintendent shall annually report to the department the total 1066 number of employees transferred pursuant to this subparagraph, 1067 where they were transferred, and what, if any, remediation was 1068 implemented to remediate the unsatisfactory performance. 1069 3. During the subsequent year, the employee shall be 1070 provided assistance and inservice training opportunities to help 1071 correct the noted performance deficiencies. The employee shall 1072 also be evaluated periodically so that he or she will be kept 1073 apprised of progress achieved. 1074 4. Not later than 6 weeks prior to the close of the 1075 postschool conference period of the subsequent year, the 1076 district school superintendent, after receiving and reviewing 1077 the recommendation required by s. 1012.34, shall notify the 1078 employee, in writing, whether the performance deficiencies have 1079 been corrected. If so, a new professional service contract shall 1080 be issued to the employee. If the performance deficiencies have 1081 not been corrected, the district school superintendent may 1082 notify the district school board and the employee, in writing, 1083 that the employee shall not be issued a new professional service 1084 contract; however, if the recommendation of the district school 1085 superintendent is not to issue a new professional service 1086 contract, and if the employee wishes to contest such 1087 recommendation, the employee will have 15 days from receipt of 1088 the district school superintendent’s recommendation to demand, 1089 in writing, a hearing. In such hearing, the employee may raise 1090 as an issue, among other things, the sufficiency of the district 1091 school superintendent’s charges of unsatisfactory performance. 1092 Such hearing shall be conducted at the district school board’s 1093 election in accordance with one of the following procedures: 1094 a. A direct hearing conducted by the district school board 1095 within 60 days of receipt of the written appeal. The hearing 1096 shall be conducted in accordance with the provisions of ss. 1097 120.569 and 120.57. A majority vote of the membership of the 1098 district school board shall be required to sustain the district 1099 school superintendent’s recommendation. The determination of the 1100 district school board shall be final as to the sufficiency or 1101 insufficiency of the grounds for termination of employment; or 1102 b. A hearing conducted by an administrative law judge 1103

assigned by the Division of Administrative Hearings of the 1104 Department of Management Services. The hearing shall be 1105 conducted within 60 days of receipt of the written appeal in 1106 accordance with chapter 120. The recommendation of the 1107 administrative law judge shall be made to the district school 1108 board. A majority vote of the membership of the district school 1109 board shall be required to sustain or change the administrative 1110 law judge’s recommendation. The determination of the district 1111 school board shall be final as to the sufficiency or 1112 insufficiency of the grounds for termination of employment. 1113 (g) Beginning July 1, 2001, for each employee who enters 1114 into a written contract, pursuant to this section, in a school 1115 district in which the employee was not employed as of June 30, 1116 2001, or was employed as of June 30, 2001, but has since broken 1117 employment with that district for 1 school year or more, for 1118 purposes of pay, a district school board must recognize and 1119 accept each year of full-time public school teaching service 1120 earned in the State of Florida for which the employee received a 1121 satisfactory performance evaluation; however, an employee may 1122 voluntarily waive this provision. Instructional personnel 1123 employed pursuant to s. 121.091(9)(b) and (c) are exempt from 1124 the provisions of this paragraph. 1125 (5) If workforce reduction is needed, a district school 1126 board must retain employees at a school or in the school 1127 district based upon educational program needs and the 1128 performance evaluations of employees within the affected program 1129 areas. Within the program areas requiring reduction, the 1130 employee with the lowest performance evaluations must be the 1131 first to be released; the employee with the next lowest 1132 performance evaluations must be the second to be released; and 1133 reductions shall continue in like manner until the needed number 1134 of reductions has occurred. A district school board may not 1135 prioritize retention of employees based upon seniority. Should a 1136 district school board have to choose from among its personnel 1137 who are on continuing contracts or professional service 1138 contracts as to which should be retained, such decisions shall 1139 be made pursuant to the terms of a collectively bargained 1140 agreement, when one exists. If no such agreement exists, the 1141 district school board shall prescribe rules to handle reductions 1142 in workforce. 1143 Section 14. Section 1012.52, Florida Statutes, is repealed. 1144 Section 15. Paragraph (h) of subsection (1) of section 1145 1012.795, Florida Statutes, is amended to read: 1146 1012.795 Education Practices Commission; authority to 1147 discipline.— 1148 (1) The Education Practices Commission may suspend the 1149 educator certificate of any person as defined in s. 1012.01(2) 1150 or (3) for up to 5 years, thereby denying that person the right 1151 to teach or otherwise be employed by a district school board or 1152 public school in any capacity requiring direct contact with 1153 students for that period of time, after which the holder may 1154 return to teaching as provided in subsection (4); may revoke the 1155 educator certificate of any person, thereby denying that person 1156 the right to teach or otherwise be employed by a district school 1157 board or public school in any capacity requiring direct contact 1158 with students for up to 10 years, with reinstatement subject to 1159 the provisions of subsection (4); may revoke permanently the 1160 educator certificate of any person thereby denying that person 1161 the right to teach or otherwise be employed by a district school 1162 board or public school in any capacity requiring direct contact 1163 with students; may suspend the educator ertificate, upon an 1164 order of the court or notice by the Department of Revenue 1165 relating to the payment of child support; or may impose any 1166 other penalty provided by law, if the person: 1167 (h) Has breached a contract, as provided in s. 1012.33(2) 1168 or s. 1012.335. 1169

Section 16. (1) Notwithstanding any other provision of this 1170 act, a school district that received an exemption under 1171 Florida’s Race to the Top Memorandum of Understanding for Phase 1172 2, as provided in section (D)(2)(ii) of the memorandum, is 1173 allowed to base 40 percent, instead of 50 percent, of 1174 instructional personnel and school administrator performance 1175 evaluations upon student learning growth under s. 1012.34, 1176 Florida Statutes, as amended by this act. The school district is 1177 also exempt from the amendments to s. 1012.22(1)(c), Florida 1178 Statutes, made by this act. The exemptions described in this 1179 subsection are effective for the 2011-2012 school year and are 1180 effective for each school year thereafter if the school district 1181 receives annual approval by the State Board of Education. 1182 (2) The State Board of Education shall base its approval

1183 upon demonstration by the school district of the following: 1184 (a) The instructional personnel and school administrator 1185 evaluation systems base at least 40 percent of an employee’s 1186 performance evaluation upon student performance and that student 1187 performance is the single greatest component of an employee’s 1188 evaluation. 1189 (b) The instructional personnel and school administrator 1190 evaluation systems adopt the Commissioner of Education’s student 1191 learning growth formula for statewide assessments as provided 1192 under s. 1012.34(7), Florida Statutes. 1193 (c) The school district’s instructional personnel and 1194 school administrator compensation system awards salary increases 1195 based upon sustained student performance. 1196 (d) The school district’s contract system awards 1197 instructional personnel and school administrators based upon 1198 student performance and removes ineffective employees. 1199 (e) Beginning with the 2014-2015 school year and each 1200 school year thereafter, student learning growth based upon 1201 performance on statewide assessments under s. 1008.22, Florida 1202 Statutes, must have significantly improved compared to student 1203 learning growth in the district in 2011-2012 and significantly 1204 improved compared to other school districts. 1205 (3) The State Board of Education shall annually renew a 1206 school district’s exemptions if the school district demonstrates 1207 that it meets the requirements of subsection (2). If the 1208 exemptions are not renewed, the school district must comply with 1209 the requirements and laws described in subsection (1) by the 1210 beginning of the next school year immediately following the loss 1211 of the exemptions. 1212 (4) The State Board of Education shall adopt rules pursuant 1213 to ss. 120.536(1) and 120.54, Florida Statutes, to establish the 1214 procedures for applying for the exemptions and the criteria for 1215 renewing the exemptions. 1216 1217 This section shall be repealed August 1, 2017, unless reviewed 1218 and reenacted by the Legislature. 1219 Section 17. Chapter 2010-279, Laws of Florida, does not 1220 apply to any rulemaking required to administer this act. 1221 Section 18. The provisions of any special act or general 1222 law of local application relating to contracts for instructional 1223 personnel or school administrators in public schools or school 1224 districts in effect on or before the effective date of this act 1225 are repealed. 1226 Section 19. The amendments made by this act to s. 1012.33, 1227 Florida Statutes, apply to contracts newly entered into, 1228 extended, or readopted on or after July 1, 2011, and to all 1229 contracts entered into on or after July 1, 2014. 1230 Section 20. If any provision of this act or its application 1231 to any person or circumstance is held invalid, the invalidity 1232 does not affect other provisions or applications of the act 1233 which can be given effect without the invalid provision or 1234 application, and to this end the provisions of this act are 1235 severable. 1236 Section 21. Except as otherwise expressly provided in this 1237 act and except for this section, which shall take effect upon 1238 this act becoming a law, this act shall take effect July 1, 1239 2011. 1240

STATE BOARD RULES 6B-1.006 Principles of Professional Conduct for the Education Profession in Florida

1. The following disciplinary rule shall constitute the Principles of Professional Conduct for the Education Profession in Florida.

2. Violation of any of these principles shall subject the individual to revocation or suspension of the individual educator's certificate, or the other penalties as provided by law.

3. Obligation to the student requires that the individual:

a. Shall make reasonable effort to protect the student from conditions harmful to learning and/or to the student's mental and/or physical health and/or safety.

b. Shall not unreasonably restrain a student from independent action in pursuit of learning.

c. Shall not unreasonably deny a student access to diverse points of view.

d. Shall not intentionally suppress or distort subject matter relevant to a student's academic program.

e. Shall not intentionally expose a student to unnecessary embarrassment or disparagement.

f. Shall not intentionally violate or deny a student's legal rights.

g. Shall not harass or discriminate against any student on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation, or social and family background and shall make reasonable effort to assure that each student is protected from harassment or discrimination.

h. Shall not exploit a relationship with a student for personal gain or advantage.

i. Shall keep in confidence personally identifiable information obtained in the course of professional service, unless disclosure serves professional purposes or is required by law.

4. Obligation to the public requires that the individual:

a. Shall take reasonable precautions to distinguish between personal views and those of any educational institution or organization with which the individual is affiliated.

b. Shall not intentionally distort or misrepresent facts concerning an educational matter in direct or indirect public expression.

c. Shall not use institutional privileges for personal gain or advantage.

d. Shall accept no gratuity, gift, or favor that might influence professional judgment.

e. Shall offer no gratuity, gift, or favor to obtain special advantages.

5. Obligation to the profession of education requires that the individual:

a. Shall maintain honesty in all professional dealings.

b. Shall not on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition if otherwise qualified, or social and family background deny to a colleague professional benefits or advantages or participation in any professional organization.

c. Shall not interfere with a colleague's exercise of political or civil rights and responsibilities.

d. Shall not engage in harassment or discriminatory conduct which unreasonably interferes with an individual's performance of professional or work responsibilities or with the orderly processes of education or which creates a hostile, intimidating, abusive, offensive, or oppressive environment; and, further, shall make reasonable effort to assure that each individual is protected from such harassment or discrimination.

e. Shall not make malicious or intentionally false statements about a colleague.

f. Shall not use coercive means or promise special treatment to influence professional judgments of colleagues.

g. Shall not misrepresent one's own professional qualifications.

h. Shall not submit fraudulent information on any document in connection with professional activities.

i. Shall not make any fraudulent statement or fail to disclose a material fact in one's own or another's application for a professional position.

j. Shall not withhold information regarding a position from an applicant or misrepresent an assignment or conditions of employment.

k. Shall provide upon the request of the certificated individual a written statement of specific reason for recommendations that lead to the denial of increments, significant changes in employment, or termination of employment.

l. Shall not assist entry into or continuance in the profession of any person known to be unqualified in accordance with these Principles of Professional Conduct for the Education Profession in Florida and other applicable Florida Statutes and State Board of Education Rules.

m. Shall self-report within forty-eight (48) hours to appropriate authorities (as determined by district) any arrests/charges involving the abuse of a child or the sale and/or possession of a controlled substance. Such notice shall not be considered an admission of guilt nor shall such notice be admissible for any purpose in any proceeding, civil or criminal, administrative or judicial, investigatory or adjudicatory. In addition, shall self-report any conviction, finding of guilt, withholding of adjudication, commitment to a pretrial diversion program, or entering of a plea of guilty or Nolo Contendre for any criminal offense other than a minor traffic violation within forty-eight (48) hours after the final judgment. When handling sealed and expunged records disclosed under this rule, school districts shall comply with the confidentiality provisions of Sections 943.0585(4)(c) and 943.059(4)(c), Florida Statutes.

n. Shall report to appropriate authorities any known allegation of a violation of the Florida School Code or State Board of Education Rules as defined in Section 1012.795(1), Florida Statutes.

o. Shall seek no reprisal against any individual who has reported any allegation of a violation of the Florida School Code or State Board of Education Rules as defined in Section1012.795(1), Florida Statutes.

p. Shall comply with the conditions of an order of the Education Practices Commission.

q. Shall, as the supervising administrator, cooperate with the Education Practices Commission in monitoring the probation of a subordinate.

Specific Authority - 229.053(1), 231.546(2)(b) FS. Law Implemented 231.546(2), 231.28 FS. History - New 7-6-82, Amended 12-20-83, Formerly 6B-1.06, Amended 8-10-92, 12-29-98.

STATE BOARD RULES

6A-5.065 The Educator Accomplished Practices.

The twelve essential practices of effective teaching are:

(1) Accomplished Practice One – Assessment.

(a) Accomplished level. The accomplished teacher uses assessment strategies (traditional and alternate) to assist the continuous development of the learner.

(b) Professional level. The professional teacher continually reviews and assesses data gathered from a variety of sources. These sources can include, but shall not be limited to, pretests, standardized tests, portfolios, anecdotal records, case studies, subject area inventories, cumulative records, and student services information. The professional teacher develops the student’s instructional plan that meets cognitive, social, linguistic, cultural, emotional, and physical needs.

(c) Preprofessional level. The preprofessional teacher collects and uses data gathered from a variety of sources. These sources will include both traditional and alternative strategies. Furthermore, the teacher can identify and match the student’s instructional plan with their cognitive, social, linguistic, cultural, emotional, and physical needs.

(2) Accomplished Practice Two – Communication.

(a) Accomplished level. The accomplished teacher uses effective communication techniques with students and all other stakeholders.

(b) Professional level. The professional teacher constantly seeks to create a classroom that is accepting, yet businesslike, on task, and produces results. She/he communicates to all students high expectations for learning, and supports, encourages and gives positive and fair feedback about their learning efforts. This teacher models good communication skills and creates an atmosphere in the classroom that encourages mutual respect and appreciation of different cultures, linguistic backgrounds, learning styles, and abilities.

(c) Preprofessional level. The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which she/he will use in the classroom.

(3) Accomplished Practice Three – Continuous Improvement.

(a) Accomplished level. The accomplished teacher engages in continuous professional quality improvement for self and school.

(b) Professional level. The professional teacher recognizes the need to strengthen her/his teaching through self reflection and commitment to life-long learning. The teacher becomes aware of and is familiar with the School Improvement Plan. The teacher’s continued professional improvement is characterized by participation in inservice, participation in school/community committees, and designing and meeting the goals of a professional development plan.

(c) Preprofessional level. The preprofessional teacher realizes that she/he is in the initial stages of a life-long learning process and that self reflection is one of the key components of that process. While her/his concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increase as time passes. The teacher’s continued professional improvement is characterized by self reflection, work with immediate colleagues and teammates, and meeting the goals of a personal professional development plan.

(4) Accomplished Practice Four – Critical Thinking.

(a) Accomplished level. The accomplished teacher uses appropriate techniques and strategies which promote

and enhance critical, creative, and evaluative thinking capabilities of students.

(b) Professional level. The professional teacher will use a variety of performance assessment techniques and strategies that measure higher order thinking skills in students and can provide realistic projects and problem solving activities which will enable all students to demonstrate their ability to think creatively.

(c) Preprofessional level. The preprofessional teacher is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem solving activities designed to assist all students in demonstrating their ability to think creatively.

(5) Accomplished Practice Five – Diversity.

(a) Accomplished level. The accomplished teacher uses teaching and learning strategies that reflect each student’s culture, learning styles, special needs, and socio-economic background.

(b) Professional level. The professional teacher establishes a risk-taking environment which accepts and fosters diversity. The teacher must demonstrate knowledge of varied cultures by practices such as conflict resolution, mediation, creating a climate of openness, inquiry and support.

(c) Preprofessional level. The preprofessional teacher establishes a comfortable environment which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures. The teacher creates a climate of openness, inquiry, and support by practicing strategies as acceptance, tolerance, resolution, and mediation.

(6) Accomplished Practice Six – Ethics.

(a) Accomplished level. The accomplished teacher adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.

(b) Professional level. The professional teacher adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.

(c) Preprofessional level. The preprofessional teacher adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.

(7) Accomplished Practice Seven – Human Development and Learning.

(a) Accomplished level. The accomplished teacher uses an understanding of learning and human development to provide a positive learning environment which supports the intellectual, personal, and social development of all students.

(b) Professional level. Drawing upon well established human development/learning theories and concepts and a variety of information about students, the professional teacher provides learning opportunities appropriate to student learning style, linguistic and cultural heritage, experiential background and developmental level.

(c) Preprofessional level. Drawing upon well established human development/learning theories and concepts and a variety of information about students, the preprofessional teacher plans instructional activities.

(8) Accomplished Practice Eight – Knowledge of Subject Matter.

(a) Accomplished level. The accomplished teacher demonstrates knowledge and understanding of the subject matter.

(b) Professional level. The professional teacher has a basic understanding of the subjects she/he teaches and is beginning to understand that her/his subject is linked to other disciplines and can be applied in real world integrated settings. The teacher seeks out ways/sources to expand her/his knowledge. The commitment to learning about new knowledge includes keeping abreast of sources which will enhance teaching. The teacher’s

repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge.

(c) Preprofessional level. The preprofessional teacher has a basic understanding of the subject field and is beginning to understand that the subject is linked to other disciplines and can be applied to real world integrated settings. The teacher’s repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge and skills using that knowledge.

(9) Accomplished Practice Nine – Learning Environments.

(a) Accomplished level. The accomplished teacher creates and maintains positive learning environments in which students are actively engaged in learning, social interaction, cooperative learning and self-motivation.

(b) Professional level. The professional teacher understands the importance of setting up effective learning environments and begins to experiment with a variety of them, seeking to identify those which work best in a particular situation. The teacher provides the opportunities for student input into behavioral expectations by helping students develop a set of shared values and beliefs, by encouraging them to envision the environment in which they like to learn, by providing occasions for reflection upon the rules and consequences which would create such an environment, and by honoring dissent.

(c) Preprofessional level. The preprofessional teacher understands the importance of setting up effective learning environments and has techniques and strategies to use to do so, including some that provide opportunities for student input into the processes. The teacher understands that she/he will need a variety of techniques and is working to increase her/his knowledge and skills.

(10) Accomplished Practice Ten – Planning.

(a) Accomplished level. The accomplished teacher plans, implements, and evaluates effective instruction in a variety of learning environments.

(b) Professional level. The professional teacher sets high expectations for all students and uses concepts from a variety of concept areas, and plans individually with students and with other teachers to design learning experiences that meet students’ needs and interests. The teacher continues to seek advice/information from appropriate sources including feedback, interprets the information, and modifies plans. Comprehensible instruction is implemented in a creative environment using varied and motivating strategies and multiple resources. Outcomes are assessed using traditional and alternative approaches. Upon reflection, the teacher continuously refines learning experiences.

(c) Preprofessional level. The preprofessional teacher recognizes the importance of setting high expectations for all students and works with other professionals to design learning experiences that meet students’ needs and interests. The teacher candidate continually seeks advice/information from appropriate resources including feedback, interprets the information, and modifies her/ his plans appropriately. Planned instruction will incorporate a creative environment and utilize varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. Upon reflection, the teacher continuously refines outcome assessment and learning experiences.

(11) Accomplished Practice Eleven – Role of the Teacher.

(a) Accomplished level. The accomplished teacher works with various education professionals, parents, and other stakeholders in the continuous improvement of the educational experiences of students.

(b) Professional level. The professional teacher establishes open lines of communication and works cooperatively with families, educational professionals and other members of the student’s support system to promote continuous improvement of the educational experience.

(c) Preprofessional level. The preprofessional teacher communicates and works cooperatively with families and colleagues to improve the educational experiences at the school.

(12) Accomplished Practice Twelve – Technology.

(a) Accomplished level. The accomplished teacher uses appropriate technology in teaching and learning processes.

(b) Professional level. The professional teacher uses technology (as appropriate) to establish an atmosphere of active learning with existing and emerging technologies available at the school site. She/he provides students with opportunities to use technology to gather and share information with others, and facilitates access to the use of electronic resources.

(c) Preprofessional level. The preprofessional teacher uses technology as available at the school site and as appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction.

Specific Authority 1004.04, 1004.85, 1012.56 FS. Law Implemented 1004.04, 1004.85, 1012.56 FS. History–New 7-2-98.

STATE BOARD RULES

6A-5.071 Master Inservice Plan Requirements.

(1) Pursuant to Sections 230.23 and 236.081, Florida Statutes, each district school board shall develop and maintain an inservice education and training program for all employees based on an assessment of training needs in the district and local schools as described in Sections 231.600 and 236.0811, Florida Statutes. The inservice education and training program shall be planned, developed, and administered consistent with the law and rules of the State Board and the Commissioner of Education. The program shall be described in a district’s master plan for inservice education.

(2) The master plan for inservice educational training shall be updated annually by September 1, and approved each year by the district school board, director of a developmental research school, or governing authority of an eligible state education agency or organization of nonpublic schools pursuant to the criteria and procedures as follow in subsections (3) through (7) of this rule.

(3) The plan shall include all inservice educational components for all employees from all fund sources including, but not limited to, the following areas:

(a) Professional development and staff development activities for implementation of school improvement plans for the current fiscal year pursuant to Section 236.0811, Florida Statutes,

(b) Specific components as prescribed in Section 236.0811, Florida Statutes,

(c) Inservice training for school reform and accountability pursuant to Sections 229.591 and 229.592, Florida Statutes,

(d) Approved add-on certification programs pursuant to Section 231.174, Florida Statutes,

(e) District management training program pursuant to Section 231.087(5), Florida Statutes, and

(f) Professional and technical updating for vocational instructional personnel pursuant to Section 231.614, Florida Statutes.

(4) Each component shall remain in the plan for a period of at least five (5) years and shall include:

(a) Title,

(b) An identifying number assigned in accordance with DOE Information Data Base Requirements: Volume II Staff Information System as incorporated by reference in Rule 6A-1.0014, F.A.C., in accordance with Section 229.555(2), Florida Statutes,

(c) The maximum number of inservice points to be awarded for successful completion of the component,

(d) A description of general and specific objectives and activities to be completed,

(e) Component evaluation criteria for determining:

1. Successful participant completion,

2. The degree to which specific objectives have been addressed by the component activities as determined by the participants and component leaders, and

3. The effect of the inservice education and training in the educational setting.

(5) A component developed after the annual approval of the plan shall be approved as an amendment to the plan by the school board, director of the developmental research school, or governing authority of an education agency or a nonpublic school organization and shall meet the criteria in subsection (4) of this rule.

(6) Inservice points awarded for successful completion of a component shall be assigned as follows:

(a) One (1) inservice point shall be equivalent to one (1) clock hour of participation,

(b) Points awarded for completion of college credit shall equate to inservice participation as follows:

1. One (1) semester hour shall equal twenty (20) inservice points,

2. One (1) quarter hour shall equal thirteen (13) and one-third inservice points.

(7) An annual review of the previous year’s program operations shall be made and shall include a determination of the program’s effectiveness and the carry-over effects of the inservice education and training into the educational settings.

(8) By October 1 of each year, a letter verifying that the school board, director of the developmental research school, or governing authority of the education agency or nonpublic school organization has approved the master inservice educational training plan and that the plan meets the criteria pursuant to this rule shall be sent to the Commissioner.

(9) Master inservice plan records shall be maintained and data shall be reported as follows:

(a) Each school district shall report data information for all approved inservice education and training components as required by the DOE Information Data Base Requirements: Volume II Staff Information System in accordance with Section 229.555(2), Florida Statutes. Other education agencies and organizations of nonpublic schools with approved master inservice plans without Department of Education automatic data reporting capabilities shall report by October 1 of each year the required inservice component data information using nonautomated equivalent means;

(b) Information shall be maintained for each component to include the following:

1. Dates the component was delivered,

2. Names of component leaders,

3. Names of participants and performance records,

4. Evaluation of the component,

5. Criteria for successful completion; and

(c) Information shall be maintained for each component participant to include the following:

1. Title and number of the component,

2. Dates of participation,

3. Satisfactory or unsatisfactory completion, and

4. Number of inservice points to be awarded, the eligibility of the points to be used for certification, and expiration date of the educator’s certificate(s) if applicable. All requirements for renewal of a Professional Certificate on the basis of completion of inservice points pursuant to Section 231.24, Florida Statutes, and Rule 6A-4.0051, F.A.C., shall be met.

(10) A developmental research school operated under the control of the State University System, an eligible state education agency, or an organization of nonpublic schools that meets criteria specified in Section 236.0811(2), Florida Statutes, may develop and submit a master plan for inservice education and training to the Department for initial approval by the Commissioner. The initial plan shall be developed meeting all criteria in subsections (3) through (7) of this rule. After initial approval of a plan, the continued approval of

the master plan shall be in accordance with the criteria and procedures in subsections (2) through (8) of this rule and requirements for reporting and data maintenance as required in subsection (9) of this rule.

Specific Authority 231.600, 236.0811(2) FS. Law Implemented 230.23(4)(l), 231.087(5), 231.600, 236.081(3), 236.0811, 237.34(3)(b), (c) FS. History–New 11-25-75, Formerly 6A-5.72, Amended 4-10-79, 6-28-83, 7-15-84, 12-26-85, Formerly 6A-5.71, Amended 8-28-95, 7-2-98. Cf. DOE Information Data Base Requirements: Volume II Staff Information System.

STATE BOARD RULES

6A-5.080 Florida Principal Leadership Standards

Florida’s school leaders must possess the abilities and skills necessary to perform their designated tasks in a high-performing manner. The school leader, commensurate with job requirements and delegated authority, shall demonstrate competence in the following standards:

(1) Instructional Leadership.

(a) Instructional Leadership. High performing leaders promote a positive learning culture, provide an effective instructional program and apply best practices to student learning, especially in the area of reading and other foundational skills.

(b) Managing the Learning Environment. High performing leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient, legal and effective learning environment.

(c) Learning, Accountability and Assessment. High performing leaders monitor the success of all students in the learning environment; align the curriculum, instruction and assessment processes to promote effective student performance; and use a variety of benchmarks, learning expectations and feedback measures to ensure accountability for all participants engaged in the educational process. (2) Operational Leadership. (a) Decision Making Strategies. High performing leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement. (b) Technology. High performing leaders plan and implement the integration of technological and electronic tools in teaching, learning, management, research and communication responsibilities. (c) Human Resource Development. High performing leaders recruit, select, nurture and, where appropriate, retain effective personnel; develop mentor and partnership programs; and design and implement comprehensive professional growth plans for all staff, paid and volunteer. (d) Ethical Leadership. High performing leaders act with integrity, fairness, and honesty in an ethical manner. (3) School Leadership. (a) Vision. High performing leaders have a personal vision for their school and the knowledge, skills and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community. (b) Community and Stakeholder Partnerships. High performing leaders collaborate with families and business and community members, respond to diverse community interests and needs, work effectively within the larger organization and mobilize community resources. (c) Diversity. High performing leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school and the local community.

Specific Authority 1001.02, 1012.55 FS. Law Implemented 1012.55 FS. History–New 5-24-05, Formerly 6B-5.0012.

STATE BOARD RULES

6A-5.081 Approval of School Leadership Programs.

The Florida Legislature and State Board of Education recognize multiple pathways for demonstrating the standards required to qualify for a Professional Florida Educator’s Certificate. To ensure capacity and quality of pre-service school leadership programs and the development of inservice school leaders required in Section 1012.986, F.S., this rule sets forth requirements for approval of two levels of school leadership programs. Level I programs lead to initial certification in educational leadership for the purpose of preparing individuals to serve as school leaders who may aspire to the school principalship. Level II programs build upon Level I training and lead to certification in School Principal. This bi-level certification and preparation process includes programs offered by Florida postsecondary institutions and public school districts as described herein. (1) Level I: Educational Leadership. (a) General Criteria. 1. An initial certification program in educational leadership approved pursuant to this section shall satisfy specialization requirements for certification in Educational Leadership pursuant to Rule 6A-4.0082, F.A.C. Each approval or extension shall be granted for a period of time determined by the Department of Education but shall not exceed seven (7) years based upon the institution or school district meeting the requirements of this section. 2. Each entity offering an approved program in accordance with this section shall report to the Department annually the number of participants admitted to and enrolled in the program and the number of program completers. (b) Requirements for initial approval of programs offered by Florida postsecondary institutions. Each institution seeking approval of an initial certification program in educational leadership shall submit a request in writing from the chief executive officer to the Commissioner providing evidence of all of the following: 1. The institution is a Florida public or nonpublic postsecondary institution that requests approval of an initial certification program in educational leadership, has legal authority to grant appropriate master’s degrees or higher in educational leadership or school administration, and meets accreditation requirements as prescribed in subsection 6A-4.003(1) or paragraph (2)(c), F.A.C. 2. The institution has incorporated into the program objectives which directly respond to needs assessed and projected for school leaders both in Florida school districts and the state as a whole. 3. The institution has established a comprehensive program that meets the following requirements: a. Provides instruction in and assesses each candidate’s level of knowledge and application of the competencies aligned to each of the Florida Principal Leadership Standards, pursuant to Rules 6A-5.080 and 6A-4.00821, F.A.C. The program description must include in which courses the competencies will be taught and assessed. b. Incorporates appropriate elements of the William Cecil Golden Program for School Leaders to ensure a statewide foundation for leadership development in accordance with Section 1012.986, F.S. c. Provides for field experiences in K-12 schools designed in collaboration with Florida public schools or school districts, during which program knowledge is applied and candidates are provided with opportunities to demonstrate required competencies. d. Endorses as program completers only candidates who demonstrate all of the Florida Principal Leadership Standards at the initial certification level and earn passing scores on all portions of the Florida Educational Leadership Examination required in Section 1012.56, F.S. 4. The institution has employed faculty who are qualified to teach courses required in the program, and who document annual onsite participation or research in K-12 school settings. Activities must be related to the program course(s) they teach. 5. The institution has a means for collecting performance data on admitted candidates and program completers. 6. The institution publishes a description of the qualitative and quantitative requirements for program completion.

7. The institution may include a modified version of its approved program to be offered to individuals who hold a master’s or higher degree, provided the institution has a means to document that the completer of the modified program has met all program requirements of this section. A modified program is not required to terminate in a degree. (c) Requirements for initial approval of programs offered by Florida school districts. Each Florida school district seeking approval of an initial certification program in educational leadership shall submit a request in writing from the chief executive officer to the Commissioner providing evidence of all of the following: 1. The district shall offer the initial certification program in educational leadership only to its employees through its approved professional development system in accordance with Section 1012.98, F.S., and the requirements of this rule. 2. The district has incorporated into the program objectives which directly respond to needs assessed and projected for school leaders both in Florida and the district. 3. The district has established a comprehensive program that meets the following requirements: a. Admits only candidates who hold a master’s degree from an accredited or approved institution as described in Rule 6A-4.003, F.A.C. Programs may provide for admission of candidates without this degree, provided that the district’s program documentation includes a process of formally notifying such candidates that they are not eligible to complete the program without official documentation of the master’s degree. b. Provides instruction in and assesses each candidate’s level of knowledge and application of the competencies aligned to the Florida Principal Leadership Standards, pursuant to Rules 6A-5.080 and 6A-4.00821, F.A.C. The program description must indicate the professional development activities through which the competencies will be taught and assessed. c. Incorporates appropriate elements of the William Cecil Golden Program for School Leaders to ensure a statewide foundation for leadership development in accordance with Section 1012.986, F.S. d. Provides for field experiences in K-12 schools designed in collaboration with Florida public schools or school districts, during which program knowledge is applied and candidates are provided with opportunities to demonstrate required competencies. e. Endorses as program completers only candidates who hold an acceptable master’s degree, demonstrate all of the Florida Principal Leadership Standards at the initial certification level, and earn passing scores on all portions of the Florida Educational Leadership Examination required in Section 1012.56, F.S. 4. The district has employed instructors whom the district has documented are qualified to deliver the professional development required in the program, based upon degree level and practical experience in school leadership. Practical experience must be related to the program curriculum taught. 5. The district collaborates with one or more institutions of higher education in the development and/or delivery of the program. 6. The district has a means for collecting performance data on admitted and enrolled candidates and program completers. 7. The district publishes a description of the qualitative and quantitative requirements for program completion. (d) Initial approval determination and notification. The Commissioner shall determine whether the institution or district has met the criteria for initial approval and shall provide notification in writing of the approval or denial of approval. A denial of approval shall include identification of specific areas of program weakness that must be corrected prior to reconsideration for approval. For programs receiving initial approval, the institution or district shall be apprised of the requirements for continued approval. (e) Continued program approval. 1. Continued approval of each initial certification program in educational leadership shall be based upon the Department’s review of the institution’s or school district’s description of its continuous improvement of the program throughout the approval period as submitted annually through a program evaluation plan. The program evaluation plan shall be based upon an internal analysis of data collected annually and published for the general public. The data must include, but are not limited to: a. Candidate admission, enrollment, and completion data as described in paragraph (1)(a) of this rule; b. Candidate pass rates on each portion of the Florida Educational Leadership Examination; c. Candidates’ performance during field experiences; d. Program completers’ satisfaction with their preparedness for serving in a school-based leadership position in the first year of such employment after completing the program; and

e. The satisfaction level of school district or public school employers of program completers with the level of preparedness for the first year of serving in a school leadership position. The description of the level of satisfaction shall be based on results of a survey of the employers that includes the candidate’s performance related to the Florida Principal Leadership Standards, the placement rates of program completers, and the rehire rates of program completers. 2. In the final year of the review cycle the Department shall make a site visit to the district or institution. Prior to the site visit the institution or district shall provide a summary report to the Department that synthesizes the data and actions taken as a result of the program evaluation plans issued during the cycle. The Commissioner will consider the summary report and report of the program approval site visit team to determine whether continued approval is granted and will notify the institution or district in writing of the decision. A denial of approval shall include identification of specific areas of program weakness. (2) Level II: School Principal. Florida public school districts are authorized to seek approval for a program leading to certification in School Principal pursuant to Rule 6A-4.0083, F.A.C. For purposes of this rule a public school district is referred to as a “district.” (a) Initial Approval Requirements. The Department may approve a school district’s School Principal certification program for a period of time determined by the Department not to exceed seven (7) years. Approval is based upon the district providing documentation of meeting the following requirements: 1. Admitting only candidates who hold a valid Florida Educator’s Certificate in the area of educational leadership, education administration, or administration and supervision pursuant to requirements of Rule 6A-4.0083, F.A.C., and who are employed in a public school within the district in a leadership position through which the candidate can fully demonstrate the competencies associated with the Florida Principal Leadership Standards. 2. Delivery of a competency-based developmental program that: a. Is based upon each individual’s needs using data gathered from self-assessment, selection, and appraisal instruments aligned to the competencies to be demonstrated in the program to develop the customized learning plan; b. Uses district-developed indicators of competency in all Florida Principal Leadership Standards and provides multiple, job-embedded opportunities for achievement; c. Incorporates appropriate elements of the William Cecil Golden School Professional Development Program for School Leaders to ensure a statewide foundation for leadership development pursuant to Section 1012.986, F.S.; d. Integrates on-going professional development and the district’s annual appraisal system into program experiences; 3. A means of collecting continued approval data as described in subparagraph (2)(d) of this rule. 4. An endorsement of program completion by the superintendent for all program participants who fully demonstrate the Florida Principal Leadership Standards at a level commensurate with full responsibility as head of a school as described in Section 1012.01(3)(c)1., F.S., and as required by the district’s program. (b) Initial program approval determination and notification. The Commissioner shall determine whether the district has met the criteria for initial approval and shall reply with a notification in writing indicating approval or denial of approval. A denial of approval shall include identification of specific areas of program weakness that must be corrected prior to reconsideration for approval. For programs receiving initial approval, the district shall be apprised of the requirements for continued approval. (c) Changes to an approved program prior to the end of the approval period. If a district seeks to make substantial revisions to its approved School Principal certification program prior to the resubmission of the program for continued approval, the district should submit those revisions to the Commissioner with a letter requesting a review. The Commissioner will advise the district in writing whether the revised program remains in compliance with this rule and of any proposed changes that are not acceptable. This determination and subsequent program revisions will not affect the approval period previously established for the program. (d) Continued program approval. 1. Annual reporting. Each district with an approved program in School Principal certification under this rule will report to the Department annually the individuals who are admitted and enrolled, and who complete the program. The district will include in the report to the Department the number and type of inservice hours

completed by each participant in curriculum offerings provided by the state through the William Cecil Golden Professional Development Program for School Leaders. 2. Continued approval review. a. During the last year of approval of the program, the Department will request of the district documentation for continued approval review. Documentation shall include results of an analysis of data collected by the district during each year of approval and a summary of program improvements made during the course of the approval period. The analysis and summary submitted by the district should include data on program participants as follows: (I) Data elements listed in subparagraph (2)(d) of this rule; (II) Level of satisfaction of the participants and their supervisors with the training received in the program with regard to their level of preparedness for their employment in a leadership position in the years immediately following completion of the program; (III) Evaluation of the effectiveness of the professional development offered through the program in accordance with the protocol standards for professional development adopted by the state; (IV) Longitudinal data on program participants including placement rates, rehire rates, retention rates, performance based on the achievement of their students and other indicators of the success of the school(s) where they are assigned during the years immediately following completion of the program. b. After a review of the summary documents, the Commissioner will provide the district with written verification of the continued approval of the program or denial of approval. If a determination of denial is reached, the Commissioner must provide the reasons for the determination in accordance with requirements of this rule. A district whose program is denied continued approval may apply for a new initial approval in accordance with the requirements in paragraph (2)(a) of this rule. c. The Department will publish a periodic reporting of the statewide status of programs approved under this rule. Specific Authority 1012.98, 1012.986 FS. Law Implemented 1012.986, 1012.56 FS. History–New 6-20-07.

STATE BOARD RULES

6A-5.090 Content Area Reading Professional Development. (1) Pursuant to Section 1003.413(4)(b), F.S., the Department of Education must provide a professional development package designed to provide information that content area teachers in grades 6-12 need to become proficient in applying scientifically based reading strategies through their content areas. Content Area Reading Professional Development (CAR-PD) is designed to prepare content area teachers to effectively deliver reading intervention to students who are fluent readers in English and who score at Level 2 in reading on the Florida Comprehensive Assessment Test (FCAT). Districts may elect whether to offer CAR-PD as an option within a school or school district. (2) Personnel for whom CAR-PD is appropriate. (a) In accordance with Rule 6A-6.054, F.A.C., teachers who are not certified in Reading (Grades K-12) or endorsed in reading, or who do not meet the definition of “highly qualified” in reading under the federal No Child Left Behind Act, and who provide reading intervention to fluent Level 2 students in their content area class must complete the CAR-PD package. (b) Career and technical educators, both those who have a state-issued teaching certificate and those who do not, are candidates for the CAR-PD package. In addition, those teachers may enroll in and complete the district add-on reading endorsement program if they wish to acquire advanced knowledge in teaching reading. (3) The CAR-PD one hundred fifty (150) hour package consists of Florida On-Line Reading Professional Development (FOR-PD) or Florida Reading Initiative (FRI) or any state approved competency 2 in the reading endorsement for sixty (60) inservice points, the CAR-PD Face to Face Academy for sixty (60) inservice points and a thirty (30) hour practicum developed by Florida Literacy and Reading Excellence (FLaRE) and/or by the district. Each district practicum must address Competency 6 indicators to include the following indicators from the Reading Endorsement Competencies: 6.1, 6.5, 6.6, 6.7, 6.9, 6.10 and 6.12 as incorporated by reference in Rule 6A-4.0163, F.A.C. (4) Content area teachers must take FOR-PD or FRI or any state approved competency 2 in the reading endorsement in its entirety before beginning the sixty (60) hour Face to Face CAR-PD Academy. Once those two (2) courses are completed, content area teachers may begin to provide reading intervention through their content area classes to fluent students who score Level 2 on FCAT. These teachers may take the thirty (30) hour practicum simultaneously with providing reading intervention. (5) The district shall decide who will facilitate the district practicum. Additionally, the district shall decide the time configuration of the sixty (60) hour Face to Face Academy. (6) CAR-PD is a train the trainer model, and FLaRE coordinators are the designated professional developers for the school or district-based CAR-PD teacher trainers. Once trained by FLaRE, these facilitators may return to their school or districts and deliver the sixty (60) hour Face to Face CAR-PD Academy to content area teachers. (7) Educators who have Reading Endorsement or Reading Certification K-12 are required to complete the sixty (60) hour Face to Face CAR-PD Academy in order to be qualified to train content area teachers. Other educators with reading expertise, and at the discretion of and selection by the district, may also qualify to teach the sixty (60) hour Face to Face CAR-PD Academy to content area teachers if they complete the entire one hundred fifty (150) hour CAR-PD package prior to teaching the sixty (60) hour Face to Face CAR-PD Academy. Other educators must complete the one hundred fifty (150) hour CAR-PD package in order to be qualified to be a trainer of content area teachers. (8) CAR-PD does not fulfill the requirements for a Reading Endorsement. (9) Inservice hours earned through CAR-PD may be used for renewal of certificates in all subject areas. Specific Authority 1001.02(2), 1001.215, 1003.413(3)(g), (4)(b), 1003.4156, 1003.428 FS. Law Implemented 1001.215, 1003.413(3)(g), (4)(b), 1003.4156, 1003.428 FS. History–New 5-19-08.

STATE BOARD RULES

6B-1.006 Principles of Professional Conduct for the Education Profession in Florida 1. The following disciplinary rule shall constitute the Principles of Professional Conduct for the Education Profession in Florida. 2. Violation of any of these principles shall subject the individual to revocation or suspension of the individual educator's certificate, or the other penalties as provided by law. 3. Obligation to the student requires that the individual: a. Shall make reasonable effort to protect the student from conditions harmful to learning and/or to the student's mental and/or physical health and/or safety. b. Shall not unreasonably restrain a student from independent action in pursuit of learning. c. Shall not unreasonably deny a student access to diverse points of view. d. Shall not intentionally suppress or distort subject matter relevant to a student's academic program. e. Shall not intentionally expose a student to unnecessary embarrassment or disparagement. f. Shall not intentionally violate or deny a student's legal rights. g. Shall not harass or discriminate against any student on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation, or social and family background and shall make reasonable effort to assure that each student is protected from harassment or discrimination. h. Shall not exploit a relationship with a student for personal gain or advantage. i. Shall keep in confidence personally identifiable information obtained in the course of professional service, unless disclosure serves professional purposes or is required by law. 4. Obligation to the public requires that the individual: a. Shall take reasonable precautions to distinguish between personal views and those of any educational institution or organization with which the individual is affiliated. b. Shall not intentionally distort or misrepresent facts concerning an educational matter in direct or indirect public expression. c. Shall not use institutional privileges for personal gain or advantage. d. Shall accept no gratuity, gift, or favor that might influence professional judgment. e. Shall offer no gratuity, gift, or favor to obtain special advantages. 5. Obligation to the profession of education requires that the individual: a. Shall maintain honesty in all professional dealings. b. Shall not on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition if otherwise qualified, or social and family background deny to a colleague professional benefits or advantages or participation in any professional organization. c. Shall not interfere with a colleague's exercise of political or civil rights and responsibilities. d. Shall not engage in harassment or discriminatory conduct which unreasonably interferes with an individual's performance of professional or work responsibilities or with the orderly processes of education or which creates a hostile, intimidating, abusive, offensive, or oppressive environment; and, further, shall make reasonable effort to assure that each individual is protected from such harassment or discrimination. e. Shall not make malicious or intentionally false statements about a colleague. f. Shall not use coercive means or promise special treatment to influence professional judgments of colleagues. g. Shall not misrepresent one's own professional qualifications. h. Shall not submit fraudulent information on any document in connection with professional activities. i. Shall not make any fraudulent statement or fail to disclose a material fact in one's own or another's application for a professional position. j. Shall not withhold information regarding a position from an applicant or misrepresent an assignment or conditions of employment. k. Shall provide upon the request of the certificated individual a written statement of specific reason for recommendations that lead to the denial of increments, significant changes in employment, or termination of employment.

l. Shall not assist entry into or continuance in the profession of any person known to be unqualified in accordance with these Principles of Professional Conduct for the Education Profession in Florida and other applicable Florida Statutes and State Board of Education Rules. m. Shall self-report within forty-eight (48) hours to appropriate authorities (as determined by district) any arrests/charges involving the abuse of a child or the sale and/or possession of a controlled substance. Such notice shall not be considered an admission of guilt nor shall such notice be admissible for any purpose in any proceeding, civil or criminal, administrative or judicial, investigatory or adjudicatory. In addition, shall self-report any conviction, finding of guilt, withholding of adjudication, commitment to a pretrial diversion program, or entering of a plea of guilty or Nolo Contendre for any criminal offense other than a minor traffic violation within forty-eight (48) hours after the final judgment. When handling sealed and expunged records disclosed under this rule, school districts shall comply with the confidentiality provisions of Sections 943.0585(4)(c) and 943.059(4)(c), Florida Statutes. n. Shall report to appropriate authorities any known allegation of a violation of the Florida School Code or State Board of Education Rules as defined in Section 1012.795(1), Florida Statutes. o. Shall seek no reprisal against any individual who has reported any allegation of a violation of the Florida School Code or State Board of Education Rules as defined in Section1012.795(1), Florida Statutes. p. Shall comply with the conditions of an order of the Education Practices Commission. q. Shall, as the supervising administrator, cooperate with the Education Practices Commission in monitoring the probation of a subordinate. Specific Authority - 229.053(1), 231.546(2)(b) FS. Law Implemented 231.546(2), 231.28 FS. History - New 7-6-82, Amended 12-20-83, Formerly 6B-1.06, Amended 8-10-92, 12-29-98.

SCHOOL BOARD RULES

CHAPTER 2.00 – SCHOOL BOARD GOVERNANCE AND ORGANIZATION PROHIBITING DISCRIMINATION, INCLUDING SEXUAL

AND OTHER FORMS OF HARASSMENT 2.70+

I. Policy Against Discrimination

A. No person shall, on the basis of race, color, religion, gender, age, marital status, disability, political or religious beliefs, national or ethnic origin, or genetic information, or sexual orientation be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity, or in any employment conditions or practices conducted by this School District, except as provided by law.

B. The School Board shall comply with all state and federal laws, which prohibit discrimination and are designed to protect the civil rights of applicants, employees, and/or students, or other persons protected by applicable law.

C. The School Board shall admit students to District Schools, programs, and classes without regard to race, color, religion, gender, age, national or ethnic origin, marital status, disability or handicap, or sexual orientation.

II. Policy Against Sexual Harassment or Other Forms of Harassment Prohibited by Law A. The School Board desires to maintain an academic and work environment in which all employees, volunteers, and students are treated with respect and dignity. A vital element of this atmosphere is the Board’s commitment to equal opportunities and the prohibition of discriminatory practices. The board’s prohibition against discriminatory practices includes prohibitions against sexual harassment, or any other form of harassment based upon a person’s membership in a protected class and specifically prohibited by applicable state or federal law. The School Board forbids sexual harassment, or any other form of illegal harassment, of any employee, student, volunteer, or visitor. The Board will not tolerate sexual harassment, or any other form of illegal harassment by any of its employees, students, volunteers or agents.

B. The prohibition against discrimination including sexual and other forms of illegal harassment shall also apply to non-employee volunteers who work subject to the control of school authorities, and to all vendors or service providers who have access to School Board facilities.

III. Definition of Sexual Harassment

A. Prohibited sexual harassment includes, but is not limited to, requests for sexual favors, and other verbal, visual or physical conduct of a sexual nature when:

1. Submission to the conduct is explicitly or implicitly made a term or condition of an individual’s employment, academic status, or progress.

2. Submission to or rejection of the conduct by an individual is used as the basis for employment or academic decisions affecting the individual.

3. The conduct has the purpose or effect of having a negative impact on the individual’s academic performance or employment, unreasonably interfering with the individual’s education or employment, or creating an intimidating, hostile, or offensive educational or employment environment.

4. Submission to or rejection of the conduct by the individual is used as the basis for any decision affecting the individual regarding any term or condition of employment, employment or academic benefits, or services, honors, programs, or activities available at or through the school.

B. Types of conduct which are prohibited in the District and which may constitute sexual harassment include, but are not limited to:

1. Graphic verbal comments about an individual’s body or appearance.

2. Sexual jokes, notes, stories, drawings, pictures, or gestures.

3. Sexual slurs, leering, threats, abusive words, derogatory comments, or sexually degrading descriptions.

4. Unwelcome sexual flirtations or propositions for sexual activity or unwelcome demands for sexual favors, including but not limited to repeated unwelcome requests for dates.

5. Spreading sexual rumors.

6. Touching an individual’s body or clothes (including one’s own) in a sexual way, including, but not limited to, grabbing, brushing against, patting, pinching, bumping, rubbing, kissing, and fondling.

7. Cornering or blocking normal movements.

8. Displaying sexually suggestive drawings, pictures, written materials, and objects in the educational environment.

IV. Definition of Other Forms of Prohibited Harassment

A. Illegal harassment on the basis of any other characteristic protected by state or federal law is strictly prohibited. This includes verbal or physical conduct that denigrates or shows hostility or aversion toward an individual because of his/her race, color, religion, gender, national origin, age, disability, marital status, citizenship, sexual orientation, or any other characteristic protected by law and that:

1. Has the purpose or effect of creating an intimidating, hostile or offensive work or academic environment; 2. Has the purpose or effect of interfering with an individual’s work or academic performance; or 3. Otherwise, adversely affects an individual’s employment or academic performance.

B. Examples of prohibited actions, which may constitute harassment include, but are not limited to, the following:

1. Epithets, slurs or negative stereotyping;

2. Threatening, intimidating or hostile acts, such as stalking; or

3. Written or graphic material that denigrates or shows hostility or aversion toward an individual or group and that is placed on walls or elsewhere on the school or District office premises or circulated in the workplace or academic environment.

V. Retaliation Prohibited

A. Any act of retaliation against an individual who files a complaint alleging a violation of the District’s antidiscrimination policy and/or sexual or illegal harassment policy or who participates in the investigation of a discrimination complaint is prohibited.

B. Retaliation may include, but is not limited to, any form of intimidation, reprisal or harassment based upon participation in the investigation if, or filing a complaint of, discrimination.

VI. Procedures for Filing Complaint of Discrimination, Sexual Harassment, or Other Form of Illegal Harassment

A. Procedures for Filing Complaints

1. Any person who believes that he or she has been discriminated against, or placed in a hostile environment based on gender, marital status, sexual orientation, race, national origin, religion, age or disability by an employee, volunteer, agent or student of the School District should within sixty (60) days of alleged occurrence file a written or oral complaint. The complaint should set forth a description of the alleged discriminatory actions/harassment, the time frame in which the alleged discrimination occurred, the person or persons involved in the alleged discriminatory actions, and any witnesses or other evidence relevant to the allegations in the complaint.

2. The complaint should be filed with the School Principal, Site Administrator, or supervisor. Complaints filed with the Principal, Site Administrator, or supervisor must be forwarded to the District’s EEO Officer within five (5) days of the filing of the complaint. If the complaint is against the principal or site administrator, the complaint may be filed directly with the EEO officer.

3. If the complaint is against the District’s EEO Officer, the Superintendent, or other member of the School Board, the complaint may be filed with the School Board Attorney.

B. Procedures for Processing Complaints

1. Complaints filed against persons other than the Superintendent or member of the School Board:

a. Upon receipt of the written complaint by the District EEO Officer, the District EEO Officer shall appoint an investigator to conduct an investigation of the allegations in the complaint. The investigator shall interview the complainant and the accused; interview any witnesses identified by the complainant, accused, or by other sources; take statements from all witnesses; and review any relevant documents or other evidence. Upon completing a review of all evidence relevant to the complaint, the investigator shall prepare a written summary of the investigation, and make a recommendation to the District EEO Officer as to whether there is reasonable cause to believe a violation of the District’s antidiscrimination policy has occurred. Copies of documents, evidence and witness statements which were considered in the investigation must be sent to the EEO officer along with the summary and recommendation.

b. If the complaint is against the EEO officer, the School Board Attorney shall appoint an investigator, who shall conduct an investigation in the manner set forth in section VI.B.1.a.

c. The investigation, summary, relevant documents, witnesses’ statements, and recommendation should be completed and forwarded to the EEO Officer within thirty (30) days, or to the School Board Attorney within thirty (30) days, if the complaint is against the EEO Officer. The EEO Officer, or School Board Attorney, respectively, shall review the investigation summary, evidence and recommendation, and determine within ten (10) days whether there is reasonable cause to believe a discriminatory practice occurred.

d. If the EEO Officer or School Board Attorney determines there is reasonable cause to believe a violation of the nondiscriminatory policy occurred, he or she shall within ten (10) days provide notice of the reasonable cause finding to the complainant and the accused. The EEO Officer or School Board Attorney shall then forward the investigatory file, reasonable cause determination, and all related documents and evidence, to the Superintendent.

e. If the EEO Officer or School Board Attorney determines, after a review of the investigation, summary, recommendation and other evidence, that there is no reasonable cause to believe a discriminatory practice occurred, he or she shall provide within ten (10) days notice of the finding of no reasonable cause to the complainant and accused.

f. The complainant may request a no reasonable cause finding by the EEO Officer or School Board Attorney be reviewed by the Superintendent within ten (10) days of receipt of this notice. The complainant shall provide a written statement detailing facts in support of his or her disagreement with the determination. The complainant will also be given an opportunity to meet with the Superintendent and EEO Officer/School Board

Attorney to present his or her position. The Superintendent and EEO Officer/School Board Attorney shall prepare a written memorandum summarizing the content of the conference to be included in the complaint file. The Superintendent shall within ten (10) days of receipt of the notice make a final determination as to whether there is reasonable cause to believe a discriminatory practice occurred.

g. If review by the Superintendent is not timely requested, the EEO Officer or School Board Attorney’s determination of no reasonable cause shall be final.

h. The accused may request, within ten (10) days of receipt of a notice of a finding of reasonable cause, that the determination be reviewed by the Superintendent. The request must include a written statement expressing the accused’s position on the complaint and findings, and address any facts, statements, or evidence which he or she submits are inaccurate. The accused will be given an opportunity to meet with the Superintendent and the EEO Officer/School Board Attorney to present his or her position. The Superintendent and EEO Officer/School Board Attorney must within ten (10) days of receipt of the notice prepare a memorandum summarizing the content of the meeting to be included in the complaint file.

i. After providing the opportunity for an informal hearing as referenced in section VI.B.1.h., the Superintendent shall evaluate all the evidence, the investigation summary, recommendations and findings, along with any input by the accused and complainant, and make a final determination as to whether there is reasonable cause to support the complainant’s allegations. He or she shall then determine any necessary disciplinary, remedial, or other action. Notice of the final disposition of the complaint and any disciplinary and/or remedial action shall within twenty (20) days of the informal hearing be forwarded to the accused and the complainant, and a copy of the notice will be filed with and maintained in the office of the District EEO Officer and the Director of Human Resources and Employee Relations.

2. Complaints against School Board Members or against the Superintendent

a. Complaints against School Board Members or the Superintendent shall be filed with the School Board Attorney. The School Board Attorney will within twenty (20) days appoint an outside, independent investigator to conduct an investigation and make a recommendation as to whether a discriminatory practice has occurred. It is recommended, but not mandatory, that the investigator be an attorney familiar with federal and state law prohibiting discrimination on the basis of a protected status.

b. The complainant and accused shall be interviewed by the outside investigator. Both shall provide written lists of witnesses to be interviewed, and documents or other evidence to be reviewed as relevant to the complaint. The investigator shall interview all witnesses identified by the complainant or accused, in addition to witnesses with relevant knowledge which the investigator may discover from other sources. The investigator shall also review relevant documents and other evidence. The investigator shall within twenty (20) days of receiving the complaint prepare a written summary of his or her investigation, and a recommendation to the School Board Attorney as to whether there is reasonable cause to believe that a discriminatory practice may have occurred.

c. If reasonable cause is recommended by the investigator against a School Board Member the recommendation shall within twenty (20) days be forwarded to the Governor’s office to determine if there is evidence that a misfeasance or malfeasance of office occurred. The Governor’s office will be responsible for taking any necessary action in accordance with applicable law with reference to an elected official. The School Board shall receive and make the final determination if the Superintendent is appointed by the Board.

d. A finding of no reasonable cause by the outside investigator, which is reviewed and confirmed by the School Board Attorney, shall be final. In compliance with Florida Statute, the investigation file shall become public record and the Superintendent or School Board Member shall answer to their constituency.

C. Penalties for Confirmed Discrimination or Harassment

1. Student - A substantiated allegation of discrimination or harassment against a student shall subject that student to disciplinary action consistent with the Code of Student Conduct.

2. Employee or Volunteer - A substantiated allegation of discrimination or harassment against an employee may result in disciplinary actions including termination and referral to appropriate law enforcement authorities. A volunteer shall be removed from service and a referral may be made to appropriate law enforcement authorities.

D. Limited Exemption from Public Records Act and Notification of Parents of Minors

1. To the extent possible, complaints will be treated as confidential and in accordance with Florida Statutes and the Family Educational Rights and Privacy Act (FERPA). Limited disclosure may be necessary to complete a thorough investigation as described above. The District’s obligation to investigation and take corrective action may supersede an individual’s right to privacy.

2. The parents of a person under the age of 18 who has filed a complaint of discrimination and/or harassment shall be notified within three (3) days of receipt of a complaint.

STATUTORY AUTHORITY: 120.54, 1001.41, 1001.43, 1012.23, F.S. LAW(S) IMPLEMENTED: 112.51, 119.07, 760.01 et seq., 1000.05, 1000.21, 1001.43, 1012.22, F.S. 34 CFR 99, 34 CFR 200.43(c), P.L. 110-233 STATE BOARD OF EDUCATION RULE(S): 6A–19.001 et seq. HISTORY: REVISION(S): 12/06/05, 02/06/07, 02/05/08, 10/21/08 FORMERLY: 1.14, 1.22

SCHOOL BOARD RULES

CHAPTER 2.0 - SCHOOL BOARD GOVERNANCE AND ORGANIZATION REPORTING CHILD ABUSE, ABANDONMENT, OR NEGLECT 2.80

I. Procedures for Reporting

A. All employees of the School District of Osceola County who know or have reasonable cause to suspect that a child is an abused, abandoned or neglected child shall immediately report such knowledge or suspicion to the Department of Children & Families Florida Abuse Hotline (1-800-96- ABUSE, 24 hours a day, 7 days a week). In addition to immediately reporting such knowledge or suspicion to the DCF Florida Abuse Hotline, all School District Employees shall do the following:

1. Because an employee may be subject to criminal prosecution by law enforcement authorities if the employee of the School District fails to report suspected child abuse immediately to the DCF Child Abuse Hotline and law enforcement, it is essential that in order to protect the security of each School District employee who reports suspected or known child abuse, abandonment or neglect in accordance with Florida law and the requirements of this policy, and in order for the School District to maintain a centralized record of such reports, the following procedures shall be followed. Each School District employee shall comply with the following procedures each time the employee has reasonable cause to suspect that child abuse, abandonment or neglect has occurred or may be occurring and reports to DCF and law enforcement as specified elsewhere in this Rule:

a. If available and reasonably possible without violating the good order of the School District, the employee of the School District shall obtain another employee of the School District to act as a witness to the fact that the employee is making a report of known or suspected child abuse, abandonment or neglect. However, if no employee of the School District is available to act as a witness or if the employee in seeking a witness would unreasonably delay the reporting or would unreasonably interfere with the work of the other employees of the District or interrupt the provision of educational services by another employee of the School District, then under such circumstances the employee who has reason to suspect child abuse, abandonment or neglect will immediately report to DCF and law enforcement as specified elsewhere and shall do so without a witness. As the term is used herein, an appropriate witness will only be another employee of the School District of Osceola County so as to ensure confidentiality of student information.

b. Each employee reporting known or suspected child abuse, abandonment or neglect shall record such report using the Osceola District School's Child Abuse and Incident Referral Report form as prescribed by the Superintendent. The Superintendent will distribute the Child Abuse and Incident Referral Report form to all school facilities and departments, and it is required that the employee utilizing the form will fill out the form completely and accurately, and shall deliver the completed form to the school/department administrator as required in this policy.

c. It shall not be necessary for a witness to report himself or herself as that person's function will be limited strictly to that of being a witness to reporting in accordance with this policy. Additionally, school/department administrators and the Superintendent, and any other personnel of the School District who become aware of the fact that a School District employee has reported suspected or known child abuse, abandonment or neglect, are not also required to report if their involvement in the matter is simply acting as a witness pursuant to this policy or in maintaining records or receiving reports of School District employees making such reports pursuant to this policy.

d. The reporting School District employee shall promptly notify his or her school/department administrator (principal of a school or other person in charge of the School District facility) regarding the date and time on which the School District employee determined that he or she had reasonable cause to suspect or know that a child was an abused, abandoned or neglected child and then reported such matter to the DCF Abuse Hotline, and if available, the SRO or local law enforcement. The reporting School District employee shall also provide

to the school/department administrator the Child Abuse and Incident Referral Report created by the reporting School District employee in accordance with this section, which document shall contain the information required, including the date and time on which the knowledge was acquired, the date and time on which the reports to DCF and law enforcement were made, the identity of the student and witness (if there was a witness to the reports). The school/department administrator will then promptly report this information and provide such document to the Superintendent so that a record may be maintained of all reports so made.

e. The school/department administrator in charge of the facility shall promptly communicate to the parent or responsible guardian of the child the fact that an employee of the School District has reported that the child may have been a victim of child abuse, abandonment or neglect. However, the school/department administrator will not notify the parent if law enforcement requests that the parent or guardian not be notified or if the school/department administrator has a reasonable belief that the parent or guardian of the child may himself or herself be a participant in abuse, abandonment or neglect of the child.

2. If a school resource officer is available, the employee shall also report to the school resource officer that a call has been made to the DCF Child Abuse Hotline.

3. In the event a school resource officer is not available, the employee shall report such knowledge or suspicion that a child is an abused, abandoned or neglected child to the local law enforcement agency with direct jurisdiction over the school site or facility site at which the person is employed. (That is, to Kissimmee Police Department if the school is located within the city limits of Kissimmee, St. Cloud Police Department if the school is located within the city limits of St. Cloud and to the Sheriff if the school is located in the unincorporated Osceola County).

II. Modifications to Procedure

No policies or procedures that District staff may have discussed with other agencies and that relate to the reporting of suspected or known abuse, abandonment or neglect shall be effective unless the School Board itself, in accordance with law, duly adopts such policy or procedure in an open meeting as an interlocal or interagency agreement.

III. School District Operations Regarding Issues Involving Students and Personnel

A. Nothing herein shall limit the right of the Superintendent and his staff to take appropriate steps, including interviews of all witnesses and possible witnesses, as directed by the Superintendent with regard to the investigation of personnel of the School Board for the purpose of determining whether any action has occurred which may require remediation of personnel practices, implementation of an improvement plan, any particular comment in an employee’s evaluation or record, or discipline, suspension or termination of any personnel of the School District.

B. Nothing in this policy shall limit the authority of the Superintendent and his/her staff to investigate all matters that may reasonably have a relationship to the safety or behaviors of students and personnel of the School District, the control of students and personnel and the supervision and control of the facilities of the School District, all of which matters are within the authority of the School Board. Such action may include as determined appropriate by the Superintendent and his staff the interviewing of witnesses, including students, as it relates to matters involving personnel or the School District, student discipline, safety, and other matters related to the operations of the School District.

C. Any failure of the DCF or local law enforcement to promptly accept or respond to a report of suspected or known child abuse, abandonment or neglect shall be documented and reported to the Superintendent for inclusion in the records of the Superintendent regarding reporting of suspected or known child abuse, abandonment or neglect.

IV. Liberal Interpretation of Duty to Report

In any circumstance in which the employee of the School District has any question or doubt regarding whether he or she has reasonable cause to suspect child abuse, abandonment or neglect, the employee must immediately report to DCF, and, if available, the SRO or local law enforcement, and must also report to his or her school/department administrator in the manner specified above in this policy. All doubt must be resolved in favor of reporting any situation involving alleged or suspected child abuse, abandonment or neglect. However, all such reports of possible or suspected or known child abuse, abandonment or neglect must in all instances be made in good faith and no employee shall report any matter when the employee believes that no child abuse, abandonment or neglect is occurring or has occurred, and under circumstances where such report is made maliciously or in bad faith.

V. Definitions

The following terms shall have the definitions herein prescribed:

A. Child Abuse shall mean any willful act or threatened act or omission to act that results in any physical, mental, or sexual injury or harm that causes or is likely to cause the child's physical, mental, or emotional health to be significantly impaired. Corporal discipline of a child by a parent or legal custodian for disciplinary purposes does not in itself constitute abuse when it does not result in harm to the child. Each School District employee must report immediately as required above in this policy if the employee has a reasonable cause to suspect that abuse as defined herein and in Section 39.01(2) Florida Statutes has occurred or is occurring. Any doubt must be resolved in favor of reporting as required herein.

B. Abandonment or Abandoned shall mean a situation in which the parent or legal custodian of a child or, in the absence of a parent or legal custodian, the care-giver responsible for the child's welfare, while being able, makes no provision for the child's support and makes no effort to communicate with the child, which situation is sufficient to evince a willful rejection of parental obligations. If the efforts of such parent or legal custodian or care-giver primarily responsible for the child's welfare to support and communicate with the child are only marginal efforts that do not evince a settled purpose to assume all parental duties, then under any of these circumstances the child may be determined to be abandoned. Each School District employee must report immediately as required above in this policy if the employee has a reasonable cause to suspect that a child has been or is abandoned as defined herein or in Section 39.01(1), Florida Statutes. Any doubt must be resolved in favor of reporting as required herein.

C. Neglect shall mean that a child is deprived of or is allowed to be deprived of necessary food, clothing, shelter or medical treatment or that a child is permitted to live in an environment when such deprivation or environment causes the child's physical, mental or emotional health to be significantly impaired or to be in danger of being significantly impaired. Each School District employee must report immediately as required above in this policy if the employee has a reasonable cause to suspect that a child may have been or may be neglected as defined herein or in Section 39.01(45), Florida Statutes. Any doubt must be resolved in favor of reporting as required herein.

D. As specified in Section 39.01(30) Florida Statutes, in determining whether harm has occurred to a child such that the child may be deemed abused, neglected or abandoned, as the case may be, the following factors and definitions shall apply. Harm occurs when any person inflicts on, or by omission causes, a child (or there is reasonable cause to suspect such infliction):

1. Any action that produces or willful or conscious omission that allows injuries such as sprains, dislocations, cartilage damage, fractures of bone or skull, brain or spinal cord damage, hemorrhaging inside the person's head or injury to other internal organs, asphyxiation, suffocation or drowning, injury resulting from the use of a weapon, burns or scalding, cuts, lacerations, punctures or bites, permanent or temporary disfigurement and permanent or temporary loss or impairment or a body part or function

2. Giving or willfully or consciously allowing a child poison, alcohol, drugs or other substances that substantially affect the child’s behavior, motor coordination or judgment or that result in sickness or internal injury. The term drugs as used herein includes prescription drugs not specifically prescribed for the child or

administered in a manner other than as prescribed, unlawful or controlled substances, and over the counter medications or other substances of any type whatsoever that are given to the child for use in a manner that is harmful to the child or for use in a manner other than as intended or specified for the particular product or substance.

3. Leaving a child without adult supervision or arrangement appropriate for the child’s age or mental or physical condition so that the child is unable to care for his or her own needs or another's basic needs or is unable to exercise good judgment in responding to any kind of physical or emotional crisis.

4. Excessively harsh disciplinary action likely to result in physical or mental injury. Discipline from a parent or care-giver may be considered excessive or abusive when it results in any of the types of injuries specified in section V.D.1. of this definition of harm above, and/or significant bruises or welts.

5. Any sexual battery, sexual conduct, lewd or lascivious acts or sexual exploitation of a child. Sexual exploitation includes prostitution, sexual performance, or any other sexual act. Any sexual act involving a child must be reported if the School District employee has any reasonable cause to believe that such sexual act has occurred or knows such a thing to have occurred. Each employee of the School District must report as specified in this policy if he or she has any reasonable cause to suspect that any harm of the various types defined herein has occurred, may have occurred or may be occurring with respect to any child. If the employee is in doubt regarding whether or not harm as defined herein may have occurred or may be occurring, then all such doubt is to be resolved in favor of making the report as required in this policy.

VI. Confidentiality Regarding Student Identifying Information

All communications, reports and records created, maintained and recorded in accordance with this policy shall be maintained as confidential and shall be deemed to be student records and reports subject to confidentiality as specified in Section 1002.22, Florida Statutes, if the subject of a report hereunder is, or was, a student of the School District of Osceola County.

VII. Equity

It is a violation of law and School Board policy for any employee of the School District to take any action or omit to take an action that results in harm or abuse to a student. The employees of the School District are directed to be familiar with the

School Board policies and to refrain from taking any action or omit to take any action which would constitute abuse, abandonment or neglect of a student.

VIII. Penalty for Violation

Any employee failing to fully comply with this procedure shall be subject to discipline, including termination from employment. Additionally, a violation of

Florida law regarding actions that may be abusive, harmful or neglectful of students, or a failure to immediately report suspected abuse, abandonment or neglect, may result in the imposition of criminal penalties by law enforcement authorities.

IX. Child Advocacy Center

This policy may be amended to accommodate such changes as may be necessary to give effect to any future interagency agreement between the School Board, The Child Advocacy Center and the member agencies of the CAC.

X. Notification of Responsibility

A notice providing the following information shall be posted in a prominent place in each school:

A. All employees of the District have the responsibility to report all actual and suspected cases of child abuse, abandonment or neglect; immunity from liability if they report such cases in good faith; and the responsibility to comply with child protective investigations and all other provisions of law related to child abuse, abandonment or neglect.

B. Statewide toll-free telephone number for the central abuse hotline.

STATUTORY AUTHORITY: 1001.41, 1001.42, F.S. LAW(S) IMPLEMENTED: 39.0015, 39.01, 39.201, 39.202, 39.203, 39.205, 39.206, 1001.43, 1006.061, F.S. HISTORY: REVISION(S): 12/06/05 FORMERLY: 6.11

SCHOOL BOARD RULES CHAPTER 6.00 - HUMAN RESOURCES

STAFF TRAINING - 6.70+

I. The School Board recognizes that proper training of employees is essential to maintaining a safe, effective, and efficient workforce. State mandates, federal requirements and local conditions require that certain training be required for all employees and other training of selected employees, depending upon their work assignments.

II. The Osceola County School Board provides appropriate training to employees of the District.

III. Professional Development Center (PDC) A. A Professional Development Center shall provide professional development activities for all employees that will enable the school community to succeed in school improvement and whenever possible to provide those activities that meet the requirements for the renewal of teacher certificates. B. The Professional Development Center Council (PDC Council) shall be established and consist of members nominated by the Osceola Teacher Education Center Council, the Professional Support Inservice Committee, administrators, universities, community colleges, community agencies and other interested groups. The Superintendent shall recommend members to the School Board for approval. Membership on the PDC Council shall include instructional personnel, professional support staff personnel, business/community members, university and community college personnel, and administrative personnel. PDC Council size shall not exceed eleven (11) members.

1. Term of Office for PDC Council Members - The term of office of a PDC Council member shall be one (1) year. Members may be appointed to successive terms on the PDC Council.

2. Attendance at Professional Development Council Meetings Appointment to the PDC Council is an honor and should be received as such. With the appointment, the member accepts the responsibility of representing all employees of the School Board. In order to properly represent employees, the representative must make every reasonable effort to attend all meetings.

IV. Training for employees should include the following:

A. Identifying and reporting child abuse and neglect; B. Nondiscrimination provisions; C. Harassment guidelines; D. Handling hazardous materials and toxic substances, including blood borne pathogens, chemicals, and petroleum products; E. District policies and procedures related to HIV or AIDS disease, communicable diseases, alcohol and drug-free facilities, use of tobacco products, possession of weapons, and Code of Student Conduct; and F. Other topics as deemed appropriate by the Superintendent or required by law, rule, or other governing provision. V. Training guidelines are available in the District Master Inservice Plan.

STATUTORY AUTHORITY: 1001.41, 1012.22, 1012.23, F.S. LAW(S) IMPLEMENTED: 1001.43, 1012.22, 1012.27, 1012.38, 1012.98, 1012.985, F.S. HISTORY: FORMERLY: 1.4, 1.8, 4.6.F, CHAPTER 6.00 – HUMAN RESOURCES

EDUCATIONAL SALARY INCENTIVE FOR INSERVICE

The School District of Osceola County offers a salary incentive up to $1000 to professional support staff employees who successfully complete appropriate inservice activities. The Educational Salary Incentive for Inservice is paid in one payment and is issued with the second regular paycheck in August. (The funds are subject to taxes.) Payment is for inservice completed through June 30th of the preceding school year. In order to receive an inservice check, an employee must be employed during the fiscal year the check is issued. When an employee who is on leave returns to work, he/she must notify the Office of Professional Development in writing of his/her return so that the check can be issued.

The Educational Salary Incentive is paid as follows:

PROFESSIONAL SUPPORT STAFF

Points Incentive

90 ………… $125

180 ……….. $250

270 ……….. $375

360 ……….. $500

450 ……….. $625

540 ……….. $750

630 ……….. $875

720 ……….. $1000

Professional Development Learning Center

2320 New Beginnings Road, Kissimmee, Florida 34744

407-518-2940

The School District of Osceola County, FL

Professional Development

Handbook

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Profess ional Development

Understanding Professional Learning

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . It is the responsibility of the Professional Development Department and the instructional leaders and coaches at each school and department to ensure that all professional development provided in the School District of Osceola County is high-quality, research-based professional development. Professional development is intended to enable personnel to perform their task with maximum effectiveness. High quality professional development:

Deepens teachers’ content knowledge Provides opportunities for practice, research and reflection Facilitates transfer of learning through job-embedded practices Demonstrates lasting impact in teaching practices and student learning

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professional Development Cycle All Professional Development that is eligible for master inservice credit must include the four phases as described in the Florida Department of Education’s Professional Development Protocol and Learning Forward PD Cycle.

Participants will receive inservice credit when all of the following criteria have been successfully met:

Participation in the professional learning activity

Implementation of the new learning

Evaluation of the impact of the new learning on professional practice and students

Evidence of above is submitted to the facilitator for assessment

Participants in professional learning activities earn inservice credit for learning time, implementation, and evaluation.

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Professional Learning Course Information

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Attendance You must attend at least 80% of a workshop to get points. If you attend less than 100%, but more than 80%, you get a pro-rated number of points equal to one point for one FULL hour.

How do I know how many inservice points a workshop will be?

Courses are assigned a value based on the amount of time that a course, implementation and evaluation will take to complete. Typically, you get one point for each FULL hour of the professional learning activity and the implementation. You can only earn master inservice points for professional development activities that incorporate the PD Cycle.

If I completed a course last year, can I get credit for it this year?

FLDOE requires that PD records be submitted at the end of each school year for the fiscal year in which the credit was earned. If the inservice credit was not assigned prior to June 30, of the year in which the course was held, then inservice credit cannot be awarded.

Eligible Inservice Activities

Professional development provides master inservice credit for professional

learning activities that increase the skills or knowledge of administrative,

instructional and professional support staff to perform their assigned

responsibilities. For instructional staff, professional development is intended to

improve their instructional skills and the academic performance of students.

Master inservice points can be awarded for learning time and for

implementation of learning points may not be earned for travel or meal time.

Points are not given for less than one hour Examples of activities

that earn master inservice points include job-related workshops, conferences,

and work with professional learning communities (PLCs) that increase

employees knowledge, skills, or behaviors.

Non-Eligible Activities

Participants will not receive inservice points for activities that are part of their

assigned job task or activities pertaining to personal improvement not directly

related to his/her job responsibility. Examples of activities not eligible

inservice points include but are not limited to: administering/scoring tests for

students or teachers, testing/screening students, attending meetings or

informational sessions (state, team, department, grade level meetings),

curriculum writing, work groups/sessions, religious instruction or activities,

events, museum visits, project fairs, discussion groups, lesson

planning, receptions, performances, chaperoning activities involving

students, award presentations, serving on councils/committees/advisory boards,

non-job related workshops or conferences, college courses which remedial

(Florida course codes begin with “O”), home video/audio instruction,

independent study from a non-accredited college. Additionally, an employee may

only receive points for the same workshop once within a 5 year (validity).

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Using the MyPGS PD Management System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . My Professional Growth System (MyPGS) is the online system that allows employees of the School District of Osceola County to track their professional growth with the professional learning management system and the employee evaluation system. The Professional Development Department manages the professional learning management system, which provides employees access to their professional development records and available opportunities. MyPGS provides course search features and manages online registration for courses. Course participants also complete online evaluations through the system, which provides easy access to data to analyze the effectiveness of any professional development activity.

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How do I access MyPGS? Open your web browser and enter the

following: homeroom.edplan.com/1201470

Please use your Active Directory Login for

the username and password fields and click

“Login”. Once the Portal for Student Success

homepage appears, click on the My

Professional Growth System locker to access

the MyPGS system. For password or login

assistance, you may use the password reset or

contact the Help Desk at 407-870-4037, or

ext. 67000.

When Can New Employees Register for workshops? New employees to the School District can

register for workshops immediately after

completing new hire paperwork in Human

Resources, being issued an employee

identification number, and the first day of

school.

How do I register for a course?

Under the Professional Development tab of MyPGS, use the calendar function or the search function to find workshops. After reviewing the information for the course and finding the desired section, click “Register” and “Next”. You will see a message displayed that you have registered for the course.

How do I cancel my registration if I cannot attend a course? If you cannot attend a course, please

withdraw from the course by selecting the

course under My Course in the Professional

Development tab and select “withdraw”.

Note that this option is not available the day

before the course to allow for instructors to

prepare materials. For last minute

withdraws, please contact the instructor.

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What does “wait list” status mean?

Can’t I just show up at a workshop without registering on MyPGS? No, pre-registration allows the instructor to

have sufficient materials, guarantees that the

participant will have a seat (for some

workshops we pay by the participant), and

an opportunity to earn master inservice

points if you attend the entire workshop

and complete the requirements. Participants

that show up without preregistering risk

earning

Am I required to complete an online survey?

I completed a course but I do not have a course survey to complete under the PD tab?

For assistance using MyPGS, please contact the Professional Development De-partment at 407.518.2940 or email “Prov Def Help” on First Class. i

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How do I find how many points I have? You will be able to access your transcript through the My Professional Growth System website under “My Transcripts”. The transcript will include a record of all workshops, conferences, and college courses taken since July 1, 2003 and all ESOL and Reading courses. Certification points may be used to qualify for instructional staff ’s recertification.

I can’t find a workshop on my transcript? Common problems include:

1. Incomplete or missing Course Surveys.

You will find pending surveys on your

Professional Development tab in MyPGS,

under the heading “Course Surveys”. If

an employee does not complete the

Course Survey, points are not awarded.

2. Incomplete External PD requests. You

will need to complete the second part of

an External PD request once you have

attended. Under the External PD tab,

select the “Owned by Me” option from

the pull down menu to view External PD

requests that need your action. Complete

the attendance, survey, and submit for

final approval and credit, or

3. You did not complete course. If you receive “0” points for a workshop, chances are you did complete 80% of the time, and therefore, were not awarded any

May I attend a makeup session for a missed workshop?

For assistance using MyPGS, please contact the Professional Development De-partment at 407.518.2940 or email “Prov Def Help” on First Class. i

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External P.D. information

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What is an External Professional Development? External PDs include professional learning activities such as conferences and workshops not offered by the School District of Osceola County, Florida. Examples: Conferences (AVID, PLC, FETC, etc…), FDLRS Workshops, PDA-ESE courses , TECO and ALCO courses,

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External PD Timeline Requests must be completed at least 10 days prior to the activity through the External PD tab located in MyPGS. All out of state requests must be submitted at least 30 days prior to the event and require School Board approval. Please confirm school board agenda timelines to ensure a timely submission. All External PD requests must be approved prior to participation in the professional learning activity.

Submitting an External PD Request External PDs require a two part process; Part I is completed prior to participating in the professional learning activity, and Part II is completed within 30 days following the participation in the professional learning activity. Master Inservice points are assigned once both Part I and Part II of the process have been completed.

Part I: 1. All requests must be submitted through the

External PD tab on the My Professional Growth System (MyPGS). Requests must be submitted to PD at least ten (10) days prior to the

2. For all out of state travel the request must be submitted to PD at least thirty (30) in advance of the

3. Complete general information and

objective of the course. For beginning and ending dates, include travel time (time of departure and time return). An agenda showing dates and times must be attached to your request when submit it.

4. Enter the estimated cost to the District; include travel, registration, hotel, meals, parking, tolls, Complete the cost center section (facility code which is paying for the travel ). You must the permission of that facility before

5.

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6. If you cannot attach an agenda or have difficulty completing the form, write a note in the PD Help text box and submit the form to “PD Help”. The PD staff will review and provide assistance.

7. Once form is completed, click on “Submit to Supervisor” and select your immediate supervisor (school principal or district administrator) by selecting their name from the list.

Part II: Please complete Part II, after implementation of the new knowledge and within 30 days of participation in the professional learning activity.

1. Complete dates and times of actual training, excluding travel and meal times. Do not registration time or performances, meetings, etc.

2. Complete the Course Survey questions, including detailed information of implementation and impact of the learning on professional practice and student achievement. Attach updated agendas or certificates earned.

3. Submit for Approval. Once reviewed and approved by the PD staff, the course will appear in your transcript with the inservice credit earned.

4. If reimbursement is requested, print a copy of the final External PD request and submit along with the Reimbursement Voucher for Traveling Expenses and to Finance Department for

I completed an External PD for a conference after I attended, can I still earn inservice credit? In order to earn master inservice credit for an external PD activity (conference, workshop outside of the district), an external PD request form must be completed and approved prior to participation in the activity. Refer to section titled External PD Timeline. Do I need to submit my college courses as External PD in MyPGS? Professional support staff may submit college courses that are relevant to their current job assignments by submitting an External PD request. Instructional and Administrative Staff do not need to submit college courses to MyPGS. For FLDOE recertification, instructional and administrative staff will need college transcripts as official record of college courses completed.

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The School District of Osceola County provides an inservice incentive supplement for Professional Support Staff ’s commitment to continued professional learning.

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Who is eligible for inservice incentive supplements? Any full or part-time, benefited, Professional Support Staff (PSS) employee will receive an inservice granted they have met the inservice point requirements. Inservice Supplements will be awarded August to Professional Support Staff according to the number of Inservice Points they earned as of June 30,

How do I determine how many inservice points I have that count toward the inservice supplement? Your transcript will list courses taken and inservice credit earned for each course. You can view your transcript in MyPGS website under “My Transcripts”. Be sure to count only the points earned within the most recent ten years to determine your inservice supplement. All courses and corresponding course surveys must be completed by June 30th to be included in the total used as the basis for the inservice incentive. External PD requests must be completed within 30 days of the end of the activity to be awarded inservice points. To aid, in the processing of your inservice supplement, we ask that all External PD requests be completed by July 15th. For discrepancies with your transcript, complete a Transcript Verification Request by emailing it to Prof Dev Help on First Class. The form can be found in the Prof Dev folder on First Class.

90 –179 points $125

180 - 269 points $250

270 - 359 points $375

360 - 449 points $500

450 - 539 points $625

540 - 629 points $750

630 - 719 points $875

720 & up $1000

Professional Support Staff Profess ional Development

Incentive


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Reading Endorsement Courses Competency 1: Foundations of Reading Instruction (60 points) Teachers will develop

substantive understanding of six components of reading as a process: comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary.

Competency 2: Application of Research-Based Instructional Practices (60 points)

Teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will engage in the systematic problem solving process. This online class is offered on MyPGS as a Moodle course. This is the equivalent of a graduate level class. Participants must post assignments weekly at a quality equal to an “A” or “B” grade.

Competency 3: Foundations of Assessment (60 points) Participants must complete

Competencies 1 & 2 before taking Competency 3. Teachers will understand how to select and administer appropriate assessments and analyze data to inform reading instruction to meet the needs of all students. Teachers will engage in the systematic problem solving process.

Competency 4: Foundations and Applications of Differentiated Instruction (60 points)

Teachers will have a broad knowledge of students from differing profiles in order to understand and apply research-based instructional practices by differentiating process, product, and context. Teachers will engage in the systematic problem solving process. Prerequisites: Completion of Competencies 1, 2 & 3

Competency 5: Demonstration of Accomplishment (60 points) Teachers will, through a culminating practicum, demonstrate knowledge of the components of Reading, as well as assessments and data analysis, to implement a comprehensive research-based reading plan of instruction for all students. Teachers will engage in the systematic problem solving process. Prerequisites: Completion of Competencies 1, 2, 3 & 4

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Endorsement Programs Information

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Gifted Endorsement Courses

Nature and Needs of the Gifted (60 hours) Participants will be able to demonstrate knowledge of skills in the identification of the nature and needs of gifted students to include student characteristics, cognitive, social and emotional needs, history, and current research, and identification and placement.

Guidance and Counseling of Gifted Students (60 hours) Participants will demonstrate

knowledge and skills in guidance and counseling of students who are gifted to include motivation, self-image, intra and interpersonal skills, career options, emotional and social needs, and communication strategies.

Educational Procedures and Curriculum for the Gifted (60 hours) Participants will

align student data, student educational plans, curriculum timelines, informational resources and gifted education strategies to produce lesson plans and units of instruction for differentiated delivery in their classrooms.

Theory and Development of Creativity (60 hours) Participants will demonstrate

knowledge and skills in theory and development of creativity to include elements of creativity such as fluency, flexibility, originality, and elaboration.

Education of Special Populations of Gifted Students (60 hours) Participants will demonstrate knowledge and skills in educating special populations for gifted students, including student characteristics and programmatic adaptations of students who are minorities, underachievers, students who are gifted and disabled, experientially disadvantaged and highly gifted.

ESOL Endorsement Courses The English for Speakers of Other Languages (ESOL) Endorsement Courses are based on the teacher’s category. The following ESOL courses are offered in our district to meet the requirements for the categories. Please contact the Certification Office to determine your category and course needs.

Competency 1 – Methods of Teaching ESOL (60 hours) Competency 2 – Applied Linguistics (60 hours) Competency 3 – ESOL Curriculum and Materials Development (60 hours) Competency 4 – ESOL Testing and Evaluation (60 hours) Competency 5 – Cross-Cultural Communications – (60 hours) Methods of Teaching ESOL for Category III teachers - (18 hours)

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i For assistance with Endorsement Course Registration, please contact the Professional Develop-ment Department at 407.518.2940 or email “Prov Def Help” on First Class. For assistance with determining your individual Endorsement Course needs, please contact the Certification Office by emailing “Certification Help” on First Class.

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Course Creator and Instructor Information

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Courses in the My Professional Growth System (MyPGS) are submitted by designated Course Creators. Each school or department has two Course Creators. Course Creators are the professional development contacts at each school/department that are able to assist employees with managing the My Professional Growth System.

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Course Creator Training Training for Course Creators will be held each school year to introduce them to the system and to update existing course creators with changes to the MyPGS system. Course Creators will also receive information on best practices in professional development as part of this annual update.

Course Creator Responsibilities Course Creators are responsible for sharing new information on the use of the MyPGS system with their respective schools/departments. Course Creators are also responsible for submitting courses for their school/department into the MyPGS system at least 10 days prior to the professional learning event to provide time for approval and participant sign-up. Each workshop is reviewed individually by the Professional Development staff to determine if it meets the FLDOE PD Cycle, approved or denied, and given an appropriate component number. If date or other changes are needed once approved, contact PD by emailing Prof Dev Help on First Class for assistance.

Instructor Responsibilities It is the responsibility of the Course Instructor and/or Course Creator to complete a course once a course is submitted. Some items to remember:

1. The MyPGS sign in sheets are the official record for all professional development activities.

2. Enter attendance in MyPGS using the sign in sheets and ensure participant completion of course requirements.

3. Under “Grade/Roster Status”, update registration status to “complete” or “incomplete” and the grade to “credit” or “no credit” for each participant.

4. Under “Credit Hours” adjust participant points accordingly.

5. Select “Submit Credit” to lock the roster once all updates above are completed.

6. Send the original signed MyPGS sign in sheets to the PD Dept.

7. For detailed MyPGS directions, please follow the process outlined in the “How to Close a Course” guide found in MyPGS under the tab titled “Help


NOVICE EDUCATORS Program

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New Educator Program The Professional Development Novice Educators Training (PDNET) program in Osceola County is for all teachers new to the School District. The program provides district-wide workshops, including: differentiated instruction, classroom management, suicide prevention, drug and alcohol abuse, performance standards, and Florida Education Accomplished Practices.

All teachers new to Osceola County (experienced and non-experienced) are assigned a “buddy” teacher to assist them in navigating the challenges in their first year of teaching. Teachers that are in the alternative certification program are assigned a mentor.

New Teacher Orientation The Professional Development Department starts off each school year with a New Teacher Orientation held the week prior to pre-planning. The orientation consists of two full-day sessions of professional learning provided by the District. Topics include: an introduction to our district, classroom management, brain-based research, the Marzano evaluation system, technology quick start, and curriculum initiatives. New educators are also provided with research-

based materials on effective instructional strategies. The orientation will be held in early August.

New Educator Symposiums

The Professional Development Department, in collaboration with other district departments and college partners, will be providing four New Educator Symposiums. These events will be held in the evenings and provide novice educators with professional learning on topics such as working with parents, differentiated instruction, engaging instruction, and district curriculum initiatives.

Alternative Certification Osceola Professional Development provides support to new instructional employees seeking alternative certification. Further information on the acceptable routes to achieving Florida teacher certification can be found at: http://www.fldoe.org/edcert/pdf/routesChart.pdf Questions concerning the District Alternative Certification Program can be directed to Carl Watson in Professional Development (407-518-2940).

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National Board for Professional Teaching Standards The National Board for Professional Teaching Standards is a national certification program requires a rigorous application process. Candidates must complete a portfolio that details teaching and must also complete six half-hour assessments concentrating on their knowledge content. For more information about this program visit the website at or Carl Watson at

Clinical Education Training

linical Educator Training (CET) is required for all school district personnel and instructional personnel who supervise or direct teacher preparation students during field experience courses or internships. It is also required of instructors in postsecondary teacher preparation programs who instruct or supervise field experience courses or internships (Section 1004.04, Florida Statutes). The District of Osceola County provides the State CET course as an online moodle course available through the MyPGS system. During the 2015 school year, FLDOE is revising the CET course. Additional information will be provided to mentors as it is made available.

Additional Information Profess ional Development

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Professional Development System 2015-2016

Revised 2015


A proud department of The School District of Osceola County, FL

Student Achievement - Our Number One Priority

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Professional Development System 2015-2016 Revised 2015

Introduction

The School District of Osceola County, Florida, is located in the heart of Central Florida within close proximity to the attractions area. The Central Florida area remains the number one tourist destination in the world, and as such, a large majority of the population in the area is directly involved in the service/tourism industry. Consequently, the average household income is lower than average and the mobility rate is very high. The county population has increased over 50% in the last decade to approximately 310,211. The current economic down turn has slowed the growth in enrollment. In 2008-2009, Osceola was the fastest growing school district in the State. Student enrollment is projected to increase for 2015-16 again, but not at a rate consistent with pre-2008.

The challenges of a low socio-economic and highly mobile population, accompanied by a high number of limited English proficient students, provide unique challenges to the School District and its professional development program. Currently, the total number of employees in the district is approximately 7,000 of which 3,600 are teachers. The District is comprised of 24 elementary schools, 8 middle schools, and 6 multi-level schools, 8 high schools, 4 Alternative Centers, 5 adult centers, 17 charter schools and two virtual schools. The District currently has over 62,400 students. The students are 48.3% female and 51.2% male with 71% of the students qualifying for the Free and Reduced Priced Lunch Program, 15% students with disabilities, and 27% students whose primary language is other than English. The District has three labor unions: Osceola County Education Association which represents instructional personnel and educational support personnel and the Teamsters union.

The ethnic racial breakdown is as follows:

26.4% White 0.2% Pacific Islander 10.8% Black 2.3% Asian 0.4% American Indian or Alaskan 59.3% Multiracial 0.1% Unknown

Hispanic students comprise 57% and are the group with the greatest annual growth. Puerto Ricans account for 25% of the population and are the largest ancestral group in the county. Students in Osceola represent 91 countries and 116 different languages.

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Management Role of the District

The office of Professional Development has the responsibility to ensure that staff development for employees is high quality, results driven, based on research and best practices, and is easily accessible for employees. The office is administrated by the Director of Professional Development with a team of two supervisory personnel. The Director of Professional Development reports to the Assistant Superintendent of Elementary Curriculum and Instruction. In the area of in-service training, the District enjoys more than 250,000 hours of professional development for its employees – with employees averaging more than 30 hours per year each for all employee groups. More than 3000 workshops were offered in the 2014-15 school year. The level of commitment to professional development is due in large part to the support of the School Board and the District’s Superintendent and Administration. The District’s Goals for 2015-2016 include a professional development emphasis: Employees will attend professional development that is aligned with the district and school goals in order to enhance student achievement and their professional growth. The District’s Core Beliefs and Values clearly define the expectations of professional learning:

Professional Learning communities centered on collaboration and accountability will enhance instruction and the education of students.

Implementation of highly effective teaching strategies gained during professional development improves student success.

Continuous Improvement - All stakeholders will demonstrate a commitment to learning rather than maintaining status quo.

Innovation - Everyone will have a genuine commitment to exploration, creativity, and revitalization.

The commitment to continuous learning is further supported by an annual in-service incentive of up to $1000 per year for non-instructional employees. The District is also supported by the Education Foundation-Osceola, a community-based foundation designed to provide college scholarships to graduating Osceola County students. Their commitment has extended in the past to school District employees. Historically, the District has supported Professional Development well beyond the required State minimums. The District has a fully approved Master Inservice Plan (see Letter – Appendix A).

The Professional Development department oversees the following areas for the district:

o Employee Training – All Employee Groups o Preparing New Educator’s Program o Employee Evaluation Support – All Employee Groups o Employee Improvement – All Employee Groups o Beginning Teacher Mentoring o National Board Teacher Certification o School Leadership, Training and Development Support o Administrative Selection including Administrative Pools - Support o Employee Stipend Contracts o Substitute Teacher Training o Employee College Fair o Professional Development Evaluation Protocol o Aspiring Administrator and Leaders Programs - Support o On-Line Professional Development

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The District has incorporated the Learning Forward (www.learningforward.org) Standards into its overall Professional Development System (see p. 12). The Professional Development Department has created a logic model to assist facilitators in the planning, learning, implementing and evaluating of all professional learning in the District (see p. 13). The Professional Development System in collaboration with the Curriculum implementation plans addresses the practices and policies to meet the expectations of the Race to the Top grant and the system redevelopment implementation. The Florida Department of Education encourages Districts to continue to redevelop the practices and policies that make up the Professional Development System to meet the following core policies:

Focus on College and Career Ready Students

The Priority Shifts in Professional Development

The Purposes of the Professional Development System

The Capacities Employed in the Professional Development System

The Deliverables of the Professional Development System

The Evaluation of the Professional Development System

The Role of the Master Inservice Plan

Audience Target audience for Professional Development shall include: new teachers to the profession, out-of-field teachers, alternatively certified staff, teachers seeking designation as “highly qualified” as defined in Section 1119 of the Federal Statute known as No Child Left Behind, experienced teachers, administrators, classroom assistants and other non-instructional personnel (Professional Support Staff).

System Alignment and Needs Identification Critical to the success of students is the alignment of the Professional Development System of the District to the needs of students and the instructional personnel of the District. This is further enhanced as the District also includes the support personnel (classroom assistants, testing specialists, etc.) in the Professional Development System. The District has implemented the following procedures and practices to ensure the alignment of course offerings/professional development initiatives with needs:

The District has incorporated the Learning Forward Standards into its overall Professional Development System through the Professional Development teams at each school site. Sites are responsible for annually determining the professional development needs of the school and its employees based upon student achievement data, school improvement plan goals, and teacher/employee needs. These needs are transferred to the school's Professional Development System through the School Improvement Plan which is supported by the District and reflected in the District’s System.

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The Professional Development Department annually conducts a needs assessment of all personnel to determine the areas of training for the following school year. This needs assessment is conducted annually in the late spring (see Appendix B).

The Deputy Superintendent and the Assistant Superintendents for Curriculum and Instruction and their teams conduct regular visits and observations of classrooms in all schools and meet with school-based administrators to ascertain teacher performance, professional development needs and identify resources which may be needed to support the educational efforts of the schools. Areas of support include: implementation of the new Florida Standards, differentiated instruction, data analysis, research-based strategies, and working with high-needs students among others.

The School Improvement Services Principal on Assignment oversees the Strategic Planning and School

Improvement process which identifies unique site needs for professional development through data collection and analysis.

As the State has implemented a new School Improvement Plan template, so too, has the District addressed

changes in the entire SIP process. School teams gather each year for the Data Digging Days held each July to analyze data and determine school improvement needs and begin development of the School Improvement Plan. During pre-planning, school teams are brought together to further analyze data and finalize the School Improvement Plan. Teams comprised of the principal and instructional staff are trained on the School Improvement Plan process, Individual Professional Development Plans, and school-wide professional development plans.

The Professional Development Department colloborates with the Human Resources Department and

assumes a support role in the employee assessment process for the entire District. Funds are set aside annually to provide additional resources to administrators who have identified an area on an employee’s Professional Improvement Plan as “Improvement Needed” or “Unsatisfactory.” Additionally, a general review of assessment documents provides a data source for general improvement areas for which inservice must be provided. School report data is integral to the instructional, as well as, the administrative employees’ assessment. This data is further reviewed by the Director of Professional Development to identify training needs. The Director of Professional Development and key leadership staff within the department worked directly with schools on the improvement process. This includes assisting or developing improvement plans, observations in classrooms, improvement plan meetings and follow-ups, training recommendations/prescriptions, etc. School achievement data is analyzed by the District’s Research, Planning and Accountability Department and each school is provided individualized data on student achievement data, trends, etc. Additionally, goals are established with the assistance of the appropriate Assistant Superintendent of Curriculum and Instruction (Elementary, Middle or High) and become the major focus of the principal’s annual assessment.

The District developed, along with PCG, a new program for data disaggregation called FOCUS in 2014. This program allows principals and teachers to drill down up-to-date disaggregated student achievement data specific to that school or classroom down to the individual student. The data not only includes demographics, but standardized testing results and grades and District test results. District support is provided to schools on the use of this tool though on-site training, on-line, and conference calls as needed. Instructional Coaches and administrators also serve as on-site support for staff.

The District continues to use Individual Professional Development Plans (IPDP) as part of its evaluation

system for Instructional employees. During 2015-2016, teachers will also implement Deliberate Practice (DP). At the beginning of each school year teachers meet with principals to develop their IPDP and DP based upon:

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o Disaggregated Student Data o Teacher Evaluation Data o Teacher Certification Status and Needs o School-wide Curricular Initiatives o School Improvement Plan Goals o District Goals o Teacher Professional Growth

The Professional Development Department utilizes two advisory bodies – the Professional Development

Council and the Professional Support Staff Inservice Committee to provide oversight and input into the professional development process in the District.

As part of the District goals for the 2015-16 school year, the District will encourage all employees to attend professional development that is aligned with their individual needs, student needs, and district and school goals in order to enhance student achievement and their professional growth.

Web-Based Resources

The District provides web-based resources to employees to facilitate the professional development process including:

The development of a Professional Learning Management System (PLMS) and Employee Evaluation System in conjunction with True North Logic. The full PLMS system (called My Professional Growth System – MyPGS) went live in August 2014.

Safari Live – Real time, electronic platform for small group inservice training. Edmodo – A free and safe way for teachers and students to connect and collaborate. Discovery Education – Designed to improve teaching and learning by transforming traditional

classrooms into engaging digital learning environments. On-Line Professional Development/Moodle Platform as part of our True North Logic implementation

– the district offers on-line professional development utilizing the Moodle delivery platform. Courses include those for first and second year teachers, endorsement classes like ESOL, as well as courses on classroom management, child abuse, alcohol and drug abuse, suicide prevention, etc.

Activities

Inservice activities, as required under Florida Statute 1012.34, included in the system shall primarily focus on: (percentages are approximations)

Assessment and Data Analysis (2.6%) Standards (33.6%) Technology (6.7%) Subject Content and Teaching Methods (55.1%) Classroom Management (0.8%) School Safety (.2%) Family Involvement (1%)

The School District will spend more than $1.2 million for training (training, materials, personnel, etc.) The exact expenditures will be determined in large part upon the training needs as established in the Individual

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Professional Development Plans and the review of data from standardized testing and other benchmarks. It is anticipated that the majority of these funds will be expended in Florida Standards, Professional Learning Communities, teaching methods for math, reading, and other content areas, and classroom management.

District employees are able to access the new web-based Professional Learning Management System and enroll in professional development activities. Employees may also access an up-to-date listing of their inservice history, a list of workshops for which they are currently enrolled and propose new workshops at the site. The site allows administrators to access the inservice records of all employees under their supervision.

With the award of the Race to the Top grant, the District began alignment of the majority of the training to professional development identified in the grant application and to training activities in direct support of the activities in the grant application. The Professional Development Department works in collaboration with the District’s Curriculum Department to provide continued training and support in these areas. The following have been identified as key district training initiatives in support of the grant:

o Lesson Study o Professional Learning Communities o Strategies for Instructional Improvement- The Art and Science of Teaching o Career Education/Industry Certification o Strategies for Low Performing Schools o STEM Academies o Florida Standards o Data to Support Instruction o IB, AP and Dual Enrollment o Math and Science Education

The District will continue the following training initiatives in support of student achievement: Florida Standards Robert Marzano’s The Art and Science of Teaching Read 180 Reading Endorsement Training Writing Math Solutions Positive Behavior Supports (PBS) Guided Reading STEM SMART instructional software ESOL Endorsement Training Athletic Endorsement Training Gifted Endorsement Training Response to Intervention (RtI)/Multi-Tiered Systems of Support (MTTS)

Because the professional development process is dynamic (a journey, not a destination), a complete listing of courses for the 2015-16 school year and subsequent years is not available at this time.

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Collaboration

The Professional Development Department/District collaborates with college and university personnel on professional development, the School Leadership, Training and Development program, the Preparing New Educators program and the college internship programs. Partners include, but are not limited to:

o University of Central Florida o Valencia Community College o Stetson University o Nova Southeastern University o Florida State University o Grand Canyon University o National Louis University o American College of Education o Florida Southern o University of South Florida o University of Phoenix o Ana G. Mendez – University of Puerto Rico o Troy University o Ashland University

Additionally, the department uses two employee groups – Professional Development Council and the Professional Support Inservice Committee as advisory bodies. These advisory groups meet throughout the school year to provide a vehicle for discussion and feedback on professional development issues from various stakeholder groups. Professional Development Program Evaluation

Major initiatives (those with significant district-wide implementation) are evaluated using data obtained through standardized testing including FSA, SAT, FAIR, STAR, etc. Pre-Program implementation scores are compared with scores from post implementation. Non-participating sites are used in some instances as a control for variations in testing, but as most major initiatives are implemented at all sites. The resulting data on student achievement should provide direction for future inservice planning. Programs which are determined to be ineffective (little to no impact on student achievement) will be eliminated in favor of programs which provide a positive correlation to impact on student learning.

In addition, evaluation is conducted by the site administrator and the teacher utilizing data obtained through the Individualized Professional Development Plan and Deliberate Practice. Site administrators and instructional personnel conduct an evaluation of the fidelity with which the IPDP/DP was implemented and the impact the professional learning had on instructional practices and student learning. Program evaluation for administrative personnel is based upon the results of the School Leadership Deliberate Practice Plan as determined by the Superintendent and Principal or Principal and Assistant Principal.

Every three years the Florida Department of Education sends a Professional Development Protocol review team to Osceola County for the purpose of evaluating the ongoing staff development efforts in Osceola

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County. The most recent review was held May 21-24, 2012. During the Protocol review the District received 22 exemplary ratings.

Continuous monitoring of implementation and effectiveness of district initiatives is accomplished through reflective visits at individual school sites and with staff. This collaborative feedback provides opportunities to discuss practices and how those practices affect student learning and achievement. Each Spring, the Professional Development Department examines the fidelity of the implementation of the proposed professional development based upon the programs listed in the previous years’ plan. The Professional Development Department also surveys all District employees each Spring using a Needs Assessment instrument. That information, along with information from program evaluations is used to develop the Professional Development System for the following year.

Employee Evaluation

For the 2015-2016 school year, the District will continue implementing the classroom instructional personnel evaluation system based upon the model by Dr. Robert Marzano – Art and Science of Teaching. As part of that system, the District also implements the Individual Professional Development Plan (IPDP) and deliberate practice. A new non-classroom instructional personnel evaluation and full implementation of the Florida School Leader Assessment began during the 2014-2015 school year.

The District will implement the evaluation systems using an on-line application in the True North Logic MyPGS (My Professional Growth System) platform. The District currently contracts with True North Logic for system implementation and holds various Marzano in-district professional learning activities. The MyPGS platform allows the District to disaggregate the employee performance data to provide feedback and a plan for professional development in the application of effective instructional strategies. Through its reporting features, data will be available to assess current professional development initiatives directly related to research based instructional strategies.

Continuous professional development and support is provided to all employee groups on their specific evaluation instrument and process along with training for administrators and supervisors conducting observations and evaluations.

Through a collaborative arrangement with the Osceola County Education Association, a Memorandum of Understanding was signed for the District to adopt the State model – Marzano – teacher observation and evaluation system beginning July 1, 2011. An Instructional Employees Evaluation Handbook was developed in collaboration with the Osceola County Education Association to provide guidance with the implementation of the Marzano Instructional Evaluation. It consolidates several former Memoranda of Understanding and procedure documents into a single resource for the District’s instructional employees and administrators that reflect the requirements of current state laws and collaborative bargaining in Osceola County Education Association. The School District of Osceola County complies with all of the guidelines for evaluation as described in 1012.34 FS (rev 2011). Evaluation data is uploaded to the Florida Department of Education during the appropriate survey period.

Cycle of Professional Learning and Support

Planning: Professional Development is planned utilizing a variety of input and data sources, including

student and organizational data to identify needs and the focus of professional learning.

Learning: Educators engage in quality professional learning activities to learn new techniques and instructional strategies.

Implementing: Educators apply the new skills and knowledge gained through the professional learning activity through implementation in their professional practice.

Evaluating: Evaluation occurs when the educator determines the impact of his/her changes in practice on

student learning.

Graphic Adapted from:

Professional

Learning results in

adult practice that

impacts student

achievement.

Learning

Evaluating Implementing

Planning

SchoolDistrictofOsceolaCountyPDLogicModel Draft

Understand Inputs

Define Goals

Intervention and Application

Impact and Reflection

Understand Inputs:

• Analyze data to indicate student need. • Have a clear statement linking what staff needs to know to meet student learning goals.

• Establish a clear connection between knowledge/skills learned and student goals evidence in research and/or successful practice.

• Describe who will participate in Professional Development.

Define Goals:

• Learning Outcomes defined in terms of participants' mastery of content and/or application of new professional practice.

• Each outcome explicitly linked to learning activities that is accompanied by at least one indicator of mastery that is realistic, measurable and observable.

• Clear timeline for when each outcome and indicators will be achieved.

• Clear statement indicating which school, district or state goals are

addressed by each outcome.

Intervention and Application:

• Learning Activities designed to meet specific short or long term goal.

• Models best practices in pedagogy. For Example:

• Independent Inquiry • Structured Coaching • Study Groups • Online Learning • Workshops

• Implementation and Follow Up: • What are expectations for

participant implementation of new learning/skills?

• What does school‐based follow up look like?

• Who will monitor the fidelity of participant implementation and provide feedback coaching?

Impact and Reflection:

• Does specific data demonstrate that learning activities resulted in the desired level of change in defined goals?

• What changes can be made to interventions to reach desired goals if not achieved?

• How effective was the plan to monitor the implementation of new knowledge/skills of teachers and students?

• What are some pluses and deltas in human and data outcomes?

• What specific information and/or skills did facilitator acquire for professional growth?

TheSchoolDistrictofOsceolaCountyProfessionalDevelopmentSystemRedevelopment2014Update

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Elements Evidence SupportingDocumentation

EvaluationofProfessionalDevelopmentRevisedPDEvaluationSystem

TheProfessionalDevelopmentDepartmenthastheresponsibilitytoensurethatprofessionallearningforemployeesishighquality,resultsdriven,basedonresearchandbestpractices,andisaccessibleforallemployees.

TheDistricthasincorporatedtheLearningForwardStandardsintoitsoverallProfessionalDevelopmentSystemthroughPDTeamsateachschoolsite.

TheDistrict’sprofessional learning isprovided inadherenceof theFloridaProfessionalDevelopmentSystemEvaluationProtocolStandards.

ProtocolStandardstrainingisprovidedtoallemployeeswithintheDistrict.The Protocol Standards training is being revised to reflect a focus on theevaluation of professional development and the impact of the professionallearningactivityonteacherpracticeandstudentachievement.

At the completion of all professional development activities an evaluationsurveyiscompletedbyeachparticipant.Thissurveywasimplementedasanew requirement for participants to earn inservice credit in the new MyProfessional Growth System, professional learning management systembeginningMarch2014throughTrueNorthLogic.

Schoolsitesdetermineannually theprofessionaldevelopmentneedsof theschoolanditsemployeesbasedonstudentachievement,SchoolImprovementPlangoals,employeeneedsincludingemployeeassessments,theIndividualProfessionalDevelopmentPlans,andDeliberatePractice.

Administrators at each school site monitor the implementation ofprofessional development activities through classroom walkthroughs,Individual Professional Development Plans/Deliberate Practice Plans, andemployeeperformancemeasures.

TheDistrictconductsanannualneedsassessmentsurveyeachSpring.Dataisutilizedtodetermineprofessionaldevelopmentneedsandevaluatecurrentinitiatives.

ProfessionalDevelopmentSystem


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Professional Development initiatives are also continuously monitored andevaluated through the analysis of student data, school climate surveys,reflectivevisitstoschoolsites,andperformanceevaluations.

TheProfessionalDevelopmentDepartmentutilizestwoadvisorybodies‐theProfessional Development Council and the Professional Support StaffInservice Committee to provide oversight and input into the professionaldevelopmentprocessintheDistrict.

AtimelinehasbeendevelopedtoassistwiththeimplementationofaDistrictProfessional Development Evaluation Framework which will includemonitoringoffidelity,impactandpractices.

PersonnelEvaluationData

Instructional staff and school administrator evaluations are reviewed toensuresupportforprofessionallearningneeds.

Administrators at each school site monitor the implementation ofprofessional development activities through classroom walkthroughs,Individual Professional Development Plans/Deliberate Practice Plans, andemployeeperformancemeasures.

Administrators and Instructional Leaders are provided with training andupdates on reports and data available through our on‐line evaluationplatform.

A new evaluation platform,My Professional Growth System (MyPGS), wasimplementedinFall2014.ThisnewplatformwasdevelopedbyTrueNorthLogic and provides access to customized reports on evaluation data toAdministratorsandDistrictLeaders.TrainingfortheuseoftheplatformandthereportingfeaturesbeganinJune2014.

ProfessionalDevelopmentSystemMarzanoInstructionalEvaluationProfessionalDevelopmentPlan


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ImpactonPractice AdministrativeandInstructionalstaffcompleteDeliberatePracticePlansforindividualprofessionalgrowthanddevelopment.Theprocessincludesaself‐assessmentandinitial/mid‐pointconferencingthatallowsforreflectionandfeedback, and serve as a platform for constructive conversations on thealignmentofprofessionallearningandtheimpactonstudentlearning.

ProfessionalLearningCommunitiesandLessonStudygroupsprovideanon‐goingstructureforcollaborationoneffectiveinstructionalpracticesandtheimpact.InstructionalStaffandAdministrativeStaffparticipateinPLCswiththeirpeerstofacilitatediscussionsoneffectivepracticesandtheirimpact.

All participants of Professional Development activities must complete anevaluationsurveytoearninservicecreditfortheactivity.Thesurveygathersinformationof the implementationofnewknowledgeand its impact. Thiscomponent is expected to be in placewith the implementation of the newTrueNorthLogicprofessionallearningmanagementsystem.

Data from professional development evaluation surveys gathered byTrueNorth Logicwill be available toworkshop facilitators, administrators,andDistrict’sProfessionalDevelopmentDepartmenttomonitorandevaluateprofessionaldevelopmentactivities.

Professional Development initiatives are also continuously monitored andevaluated through the analysis of student data, school climate surveys,reflectivevisitstoschoolsites,andperformanceevaluations.

ProfessionalDevelopmentSystemLessonStudy/PLCHandbook


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InstructionalImprovementsFacultyDevelopment

Professionallearningmodelsutilizedinclude(1)participant‐ledmodelssuchasProfessionalLearningCommunities,LessonStudygroups,IPDP/DeliberatePracticePlans, (2) train the trainermodels for initiatives suchasThinkingMaps,ClassroomManagement,ProjectCRISS,CommonCore,specificsubjectareas, and (3) provider‐led models for areas such Marzano InstructionalFramework, STEM, Math Solutions, Core Connections, AVID. Deliverymethodsincludeface‐to‐face,onlinecourses,blendedcourses,andotherweb‐basedresources.

The District provides continuous training to Administrators, InstructionalStaff,andInstructionalLeadersontheinstructionalobservationmethods.

TheDistrictprovidestrainingtoAdministratorsandInstructionalLeadersonobservation process and methods including: iObservation tool, providingfeedback,andinstructionalcoaching.

LessonstudygroupsandProfessionalLearningCommunitiesatschoolsitesprovide opportunities for instructional staff to share new knowledge andskillsandstrengtheninstructionalpracticesattheclassroomlevel.

TheDistrictisworkingincollaborationwiththeUniversityofCentralFloridadeveloped and implemented an Instructional Coach professionaldevelopment series in January 2014. The program focused on the role ofinstructional coaches including effective coachingmodels, skills, providingfeedback and collaboration strategies. The program continues to provideresearchbasedprofessionallearningtoschoolanddistrictlevelcoaches.

An Instructional Employees Evaluation Handbook was developed incollaboration with the Osceola County Education Association to provideguidancewiththeimplementationoftheMarzanoInstructionalEvaluation.Itconsolidates several former Memoranda of Understanding and proceduredocuments into a single resource for theDistrict’s instructional employeesandadministratorsthatreflectstherequirementsofcurrentstate lawsandcollaborativebargaininginOsceolaCountyEducationAssociation.

ProfessionalDevelopmentSystemMarzanoInstructionalEvaluationProfessionalDevelopmentPlanEvaluationImplementationPlanInstructionalEmployeesEvaluationHandbook


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CCSS/FloridaStandardsTransitionSupport

ProfessionaldevelopmentontheFloridaStandardsiscontinuouslyprovidedandsupportedbytheDistrictandSchool levelresourceteachersaswellasMathSolutionsandCoreConnections.

MathSolutions,anewmathprofessionallearninginitiativeforgrades2to8was implemented in the2013‐2014schoolyearandcontinueseachschoolyear.Thisprofessionallearningactivityutilizesavarietyofdeliverymodels,such asmodeling, co‐teach and observation, to deepen instructional staff’sunderstandingofmathconcepts,methodsandresearch‐basedstrategiesthatbuild conceptual understanding and scaffold instruction to support allstudents..

ContinuousProfessionalDevelopmentcyclesareprovidedtoindividualsitesby consultants and supported by District and School Level Resource staff.Professional Development cycles incorporate various models of deliveryincluding workshop presentations, modeling in classrooms with reflectionand debriefing and observation/discussions of the Florida Standards andrigorousinstructionalstrategies.

Professional Learning Communities provide implementation support toinstructional staff. Administrative and District Staff also participate inProfessional Learning Communities to support implementation, progressmonitorandsustaineffectiveimplementations.

CurriculumContentTimelinesbygradelevel/contenthavebeendevelopedtoassistwiththeimplementationoftheFloridaStandards.

TheDistrictTeamconductsReflectiveVisitsatschoolsites.ReflectiveVisitsprovide monitoring and feedback of Florida Standards implementationthroughoutthedistrict.

DistrictGoals:Goal1CurriculumContentTimelines2015‐2016ReflectiveVisitScheduleLessonStudy/PLCHandbook


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Research‐basedStrategies

School Improvement Plans reflect professional development opportunitiesbased on research‐based strategies and student needs as evidenced byvariousdatasourcesgathered.

On‐line training by Learning Sciences International will provideindividualized professional development to instructional staff on research‐based strategies aligned with the Marzano Evaluation instrument and theteacher’sneeds.

ProfessionaldevelopmentforwritingisprovidedbyCoreConnectionstoK‐12 instructional staff, administrative staff, and other instructional leaders.Thisevidence‐basedprofessionaldevelopmentutilizesavarietyofdeliverymodelsincludingmodeling,demonstration,andco‐teach.

MathSolutions,anewmathprofessionallearninginitiativeforgrades2to8wasfirstimplementedinthe2013‐2014schoolyearandwillbecontinuedin2014‐2015.Thisprofessionallearningactivitywillutilizeavarietyofdeliverymodels,suchasmodeling,co‐teachandobservation,todeepeninstructionalstaff’s understanding of math concepts, methods and research‐basedstrategies that build conceptual understanding and scaffold instruction tosupportallstudents.

Ongoing support is provided by School Level Instructional Coaches andDistrict Resource Staff through training and modeling of research‐basedstrategies.

Professional Learning Communities and Lesson Study groups also providesupportforindividualteachersandadministratorswiththeimplementationofresearch‐basedstrategies.

SchoolImprovementPlans(availableonline)MarzanoInstructionalEvaluationProfessionalDevelopmentPlanLessonStudy/PLCHandbook


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DifferentiatedInstruction

TheDistrict’swritinginstructionalmodel,CoreConnections,targetswritinginstruction based on the needs of students. This model is currentlyimplementedatalllevels:elementary,middleandhighschool.

The District’s emphasis on increased rigor has provided learningopportunities for students in programs such as gifted, Dual Enrollment,middleandhighschoolCareerAcademies,advancedcoursework,andSTEMChoice Schools. Professional learning opportunities are provided toInstructionalStaffandAdministratorstosupportthedifferentiatedneedsoflearnersparticipatingintheseprograms.

District Resource Staff and school level instructional coaches provideprofessional development and support on differentiated instruction in allcontentareastoinstructionalstaffattheschoolsites.

TheDistrict’sReadingPlanoutlinesspecificguidelinestoprovidesystematicand explicit instruction based on student data. Student information isreviewed regularly to determine student needs and interventions needed.District Resource Staff and Instructional Coaches provide support toinstructional staff byproviding resources andprofessionaldevelopment tomeettheneedsofalllearners.

TheAdvancementViaIndividualDeterminationProgram(AVID)iscurrentlyimplementedineverymiddleandhighschool.AVIDtargetsaveragestudents(middleB,C,andevenDstudents)whichmaydesiretogotocollegeandhaveawillingnesstoworkhard.AVIDprovidesarigorouscurriculuminacademicand elective courses. AVID Instructional Staff participate in professionallearning acitivities throughout the school year and a summer weeklongconference to learn the AVIDmethodologies and organize the curriculum. AVIDwasimplementedatonedistrictelementaryschoolforthe2013‐2014andexpandedto4in2014‐2015andto8schoolsin2015‐2016.Forthe2015schoolyear,AVIDwillbeavailablein25districtschools.

TheDistricthasputinplaceaMulti‐tieredSystemsofSupport/ResponsetoIntervention (MTSS/RtI) Team at every school. The team consists ofInstructional Staff, Administrators, and Instructional Leaders of the schoolsite. This team is responsible for looking at school level data, identifying

DistrictGoals:Goal1DistrictReadingPlanStrategicPlanforCollegeandCareerReadiness


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concerns, and utilizing the 8‐Step Problem Solvingmethod to tackle theseconcerns.MTSS/RtITeamsreceivetrainingontheProblemSolvingmethodtoensureunderstandingoftheprocess,addressingconcerns,andappropriatelevels of support to differentiate instruction to address individual studentneeds.SchoollevelleadershipteamparticipatedinDataDiggingprofessionaldevelopment activities during July 2014 to learn how to utilize the 8‐stepproblem solving process and begin to identify students needing additionalsupportandinterventions.TheMTSSTeamsmonitorEarlyWarningSystemsinReflectiveVisitstoschools(attendance,behavior,andlowacademics).

TheDistrict’sMulticulturalEducationDepartmentandExceptional StudentEducation Department provide additional support to school sites andinstructional staff by providing instructional resources and professionallearning opportunities to address the needs of those specific populations.Professional development includes identification of learners needingadditionalsupport,methodsand instructionalstrategies fordifferentiation,andprogramspecificinformation.ProfessionaldevelopmentisprovidedbyDistrict Resource staff and school site Instructional Leaders. Examples ofprofessionallearningopportunitiesondifferentiationinclude:CCSS,ThinkingMaps,inSyncactivitiesandresources,andA+Rise.

AssessmentsandLessonStudies

KeystaffparticipatedinatwodayLessonStudyFacilitatorsInstituteprovidedbyDevelopmentalStudiesCenterConsultants. Trainingfocusedonhowtoeffectively implement the three phases (Lesson Planning, Data Collection,DataAnalysis&Debriefing)ofLessonStudyattheirschoolsites.

FacilitatorstrainedtheirresearchteamontheLessonStudythoughtprocessandimplementtheprocessthroughouttheschoolyear.FacilitatorsandteammemberswereabletoobservetheLessonStudyCyclewithmembersoftheirschooland/orotherschoolswithinthedistrictusingtheFishBowlmethod.ParticipantsworkedwiththeirteamtocreatenextstepsplanfortheeffectiveimplementationofLessonStudy.

District Resource Staff provide ongoing support through school visits andlessonstudymeetingstoreinforcethethreephasesoftheLessonStudyCycle.Professional development is provided on use of effective instructional

LessonStudy/PLCHandbook


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practicesandresourcestodevelop lessonsandassessments,collectionanduseofformativeassessmentdata,useofOsceolaDataManagementSystem,andthelessonstudyprocess.

AdditionallearningopportunitieshavebeenprovidedtoLessonStudyteamson topicssuchasMarzano’sVocabularyWorkshop,ThinkingMaps,FloridaStandardsandNGSSS.

Districthasprovidedadditionalprofessionaldevelopment andguidance toLessonStudyteamsintheintegrationoftheLessonStudyCycleProcessinK‐12ProfessionalLearningCommunitymeetings.

DistrictStandardsforProfessionalLearningCommunitieshavebeendevisedandimplementedtoassistInstructionalStaffinenhancingtheirownpracticeas educators and as instructional teams. Standards include scales forindividualsandPLCs toself‐assesseffectivenessasaProfessionalLearningCommunity.

ProfessionalLearningCommunitiesprovideschoolteamswithopportunitiestointegrateLessonStudytofurtherenhancetheirprofessionalgrowthandstudent learning. Professional Learning Communities are supported by aProfessionalLearningCommunityDistrictResourceTeacher,whichprovidesindividualizedsupportandtrainingtoschools.

For the 2015‐2016 School year, a new PLC Hybrid Conference wasimplementedincollaborationwithSolutionTree.Over350participantscametogether in teams to learnmore about the PLCmodel and how to furtherenhancetheirschoolsPLCs.


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CommonPlanning DistrictCoreBeliefsinclude:ProfessionalLearningCommunitiescenteredoncollaborationandaccountabilitywillenhanceinstructionandtheeducationofstudents.

Schoolsprovidecommonplanningtimeandcommunicatetheimportanceofprofessionalcollaborationandlearningcommunitiesforstaff.

District monitors individual school master schedules to ensure commonplanningtimeisprovidedtoinstructionalstaff.

Districtdesignatesapproximately56hoursofprofessional learningtime intheDistrict’sCalendar:twoProfessionalLearningDaysforinstructionalstaff(inAugustandOctober)andearlyreleaseWednesdaysafternoons.

Forthe2015‐2016schoolyear,theProfessionalSupportStaffcalendarwillincludeaProfessionalLearningDayinOctober.

Early release Wednesday afternoons are utilized for ProfessionalDevelopment activities including: workshops, book studies, ProfessionalLearningCommunitiesandLessonStudy.

DesignatedprofessionallearningtimeandresourcesareprovidedforallnewinstructionalstaffinAugust,priortothestartoftheschoolyear.

ProfessionalLearningexperiencesarealsoofferedbeforeandaftertheschooldayatindividualschools.

The District provides common learning and planning opportunities forAdministrators and Instructional Leaders through Leader ProfessionalLearning Communities, Monthly Administrative Workshops, the SummerAdministrativeAcademy,andDataDiggingDaysWorkshop.

2015‐2016SchoolCalendarDistrictBeliefsandValues2015‐2016SchoolStartandEndTimes


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AboutDataDataAccess StudentdataisaccessiblethroughOsceolaDataManagementSystem(ODMS).

The District fully implemented the “Osceola Data Management System”beginninginthe2008‐09schoolyear.Theprogramisupgradedonacontinualbasis and serves as amodel for data disaggregation. This program allowsprincipals and teachers to drill down up‐to‐date disaggregated studentachievementdataspecifictothatschoolorclassroomdowntotheindividualstudent.Thedatanotonlyincludesdemographics,butstandardizedtestingresultsandgradesandDistricttestresults.

TheDistrictutilizesDataDirectortoanalyzestateandlocalassessmentdata,teachercreatedtests,anddemographicinformationtogetherinonelocation.DataDirectorisaweb‐basedtoolthatfacilitatessecureaccessandinteractionwithstudentdatasoyoucanidentifystudents’areasofneedanddevelopaplan for improving achievement. Each school site has a Data DirectorFacilitator that provides immediate access to information and serves as asupport to individual teachers in creating assessments, understandingreports,andanalyzingschooldata.TheDataDirectorfacilitatorworkscloselywiththeDistrict’sResearchandEvaluationDepartment.

InstructionalStaff,Administrators,andInstructionalLeadersutilizePLCandLessonStudyasopportunitiestoreviewrecentstudentdata,reviewstudentwork,andstrengtheninstructionalpracticestoimprovestudentlearning.

ProfessionalDevelopmentSystemLessonStudy/PLCHandbookEvaluationImplementationPlanMarzanoInstructionalEvaluationProfessionalDevelopmentPlan


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Administrators and Instructional Leaders are provided with training onreports and data available through our on‐line evaluation platform,iObservation. Instructional Staff, Administrators, and District Leadershiphaveimmediateaccesstocurrentobservationresultsthatmaybegeneratedfromtheindividualemployees,schoollevel,orcustomgrouplevelstoidentifytrends and needs for the purpose of professional development andinstructionalimprovement.Professionaldevelopmentonhowtoaccessthedataontheevaluationsystemisprovidedeachyear.

AspartoftheLIISsystem,Ed‐PlanStudentSuccessPortalwasimplementedstartinginMarch2014.TheStudentSuccessPortalhasthreecomponents:(1) Instructional Mangement System (IMS) provides teachers with the

opportunity to manage their curriculum and deliver assessments. Itprovides immediate access to student data to assist in instructionalimprovement

(2) MyProfessionalGrowthSystem(MyPGS)allows employees o to track their professional growth with the professional development management system and the employee evaluation system

(3) FOCUS, Students Information System allows the District to manage all student information and provides an opportunity for teachers to participate in the gradebook component as well as access for parents to follow their student’s academic performance through a parent portal.

StafftrainingonuseofthedifferentcomponentsoftheStudentSuccessPortalbegan in the Spring of 2014 and will continues throughout theimplementation.

ProfessionaldevelopmentisalsoconductedforInstructional,AdministrativeStaff, and Instructional Leaders on the use of various local data sourcesavailable for the purpose of improving instruction and meeting studentindividualneeds.

School level leadership team participated in Data Digging professionaldevelopment activities during July 2015 to learn how to utilize the 8‐stepproblem solving process and begin to identify students needing additionalsupportandinterventions.Dataaccessandanalyzingwereanintegralpartoftheprofessionallearningactivity.


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DataSystems Osceola Data Management System is the online student data system thatallowsprincipalsandteacherstodrilldownup‐to‐datedisaggregatedstudentachievementdataspecifictothatschoolorclassroomdowntotheindividualstudent.DataavailablethroughODMSincludesdemographics,standardizedtestingresults,grades,andDistricttestresults.

Datasourcesareutilizedtotrackstudentprogress,identifystudentlearningneeds,guidelessons,andgenerateprofessionallearninggrowthandfeedbacktargets.

AspartoftheLIISsystem,Ed‐PlanStudentSuccessPortalwasimplementedstartinginMarch2014.TheStudentSuccessPortalhasthreecomponents:(4) Instructional Mangement System (IMS) provides teachers with the

opportunity to manage their curriculum and deliver assessments. Itprovides immediate access to student data to assist in instructionalimprovement

(5) MyProfessionalGrowthSystem(MyPGS)allows employees o to track their professional growth with the professional development management system and the employee evaluation system

(6) FOCUS, Students Information System allows the District to manage all student information and provides an opportunity for teachers to participate in the gradebook component as well as access for parents to follow their student’s academic performance through a parent portal.

StafftrainingonuseofthedifferentcomponentsoftheStudentSuccessPortalbeganintheSpringof2014andwillcontinuethroughouttheimplementation.

Data sources used to track student progress and identify student learningneedsinclude: FloridaStandardsAssessment(FSA) PSAT EndofCourseExams AdvancedPlacementExams BenchmarkAssessmentsandMiniAssessments CELLA PLATO READ180

ProfessionalDevelopmentSystem


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STARReadingEnterprise STARMathEnterprise STAREarlyLiteracyandNumeration(GradesKand1) FairGameScienceAssessment

Data sources used to guide lessons including lesson design, planning,adjustments: BenchmarkAssessmentsandMiniAssessments STAREnterprise/EarlyLiteracy Publisherassessments Teacher‐createdtests Portfoliosofstudentwork

DataGuidingGrowthPlans

Datasourcesutilizedtogenerateprofessionallearninggrowthfeedbackandtargetsinclude: iObservation‐currentinstructionalandadministrativeevaluation

platform Intranet‐currentprofessionallearningmanagementsystem TrueNorthLogicSystem‐futureprofessionallearningmanagement

systemandevaluationplatformduetobeimplementedbeginningSpring2014

InstructionalStaff’sIndividualProfessionalDevelopment/DeliberatePracticePlans

AdministratorevaluationsandDeliberatePracticePlans The Instructional evaluation system is aligned with the Florida Educator

AccomplishedPractices(FEAPs). InstructionalStaff’sIPDP/DeliberatePracticePlangoalsarebasedonstudent

achievement and previous performance evaluations. The process providesopportunity for reflection and feedback through collaboration withAdministrators.

InstructionalStaff’sIPDP/DeliberatePracticePlansincludestudentdataandpastperformanceevaluations,aclearlyidentifiedprofessionallearninggoalwithmeasureableimprovementinstudentperformance,evidenceofchanges

ProfessionalDevelopmentSystemInstructionalEvaluationHandbookFSLAEvaluationPlan


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in instructional practice resulting from professional learning, and anevaluationcomponent.

The School Level Administrator evaluation is aligned with the FloridaPrincipalLeadershipStandards(FPLS).

Administrator’sDeliberatePracticegoalsarebasedonstudentachievementandidentifiedprofessionalpracticeneeds.Theprocessprovidesopportunityforreflectionandfeedbacktosupportgrowthininstructionalleadership.

Administrator’s Deliberate Plans include data for school improvement, aclearlydefinedprofessional learningobjective,measureable improvements,changesininstructionalleadershipresultingfromprofessionallearning,andanevaluationcomponent.

TheInstructionalandAdministrativeprocessforprofessionalimprovementincludesaself‐assessmenttosupportreflectivepractice.

SpecialPurposeProgram


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BeginningTeacherSupportPrograms

The District collaborates with local universities and colleges to place pre‐serviceteachersindistrictschoolsforinternships.Experiencedteacherscanserveassupervisingteachersbasedonthreecriteria:successfulcompletionof the Clinical Educator Training, at least three years of experience, andEffectiveorHighlyEffective ratingon theprevious evaluations.During the2015‐2016school year, theClinicalEducator coursewill be revisedaspernewstateguidelines.

TheDistrict’sNewTeacherOrientationisheldtheweekpriortopre‐planningandconsistsofthreehalf‐daysessionsofprofessionallearningprovidedbytheDistrict. Topicsinclude:classroommanagement,brain‐basedresearch,Marzanoevaluationsystem,technologyquickstart,andcurriculum. Schoolsites provide half‐day sessions in the afternoon to complement learningtaking place in the district session. New teachers are also provided withresearch‐basedmaterialsoneffectivestrategies.

Newteachersaresupportedattheschoolsitebyschoolteams.Teamsconsistof mentor teachers and administrators and are led by ProfessionalDevelopment Leads. Professional Development Leads (PD Leads) areinstructionalpersonnelfromeachschoolsitethataretrainedandsupportedby the District’s Professional Development Department. Mentor teachersassignedtonewteachersmustmeetthreecriteria:successfulcompletionofthe Clinical Educator Training, at least three years of experience, and anEffectiveorHighlyEffectiveratingonthepreviousevaluations.

NewteacherswithatemporarycertificatemustdocumentcompletionoftheProfessional Educator Competencies. The competencies are aligned to theFlorida Educator Accomplished Practices (FEAPs). Teachers complete thisprocesswithsupportfromassignedmentors,PDLeadsanddistrictstaff.

PD Leads provide on‐going support to new teachers at their school site.Professional learning facilitated by PD Leads includes classroommanagement,HarryWong’sEffectiveTeacherSeries,andcurriculum.

The District’s Novice Educator Program provides district‐wide workshopsincluding‐differentiatedinstruction,brain‐research,classroommanagement,suicide prevention, drug and alcohol use, performance standards, Florida

NoviceEducatorTrainingForm


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EducationAccomplishedPractices.During the2015‐2016schoolyear, fourNew Educator Symposiums will be held to provide novice teachers withprofessional development on these topics and other areas determined onneedsassessments.


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HighNeedsStudents School level leadership teams participated in Data Digging professionaldevelopment activities during July 2015 to learn how to utilize the 8‐stepproblem solving process and begin to identify students needing additionalsupportandinterventions.

CareerandTechnicalEducational(CTE)programsareofferedintheDistrictformiddleschool,highschool,andpost‐secondarystudents.Middleschoolcourses enable students to explore career pathways, determine careerinterestsandaptitudes,anddevelopbasictechnicalskillsinavarietyofcareerareas. High school career‐themed small learning communities providestructured career pathways and technical courses in each of the sixteennationally recognized career clusters. Postsecondary career trainingprogramsalignwithlocalandregionaleconomicindicatorsandlabormarkettrends.

Early Warning Systems (EWS) Training has been provided to allAdministrators. EarlyWarningSystemshelpinidentificationofhighneedsstudents at each school site and development of action plans to assistindividualstudents.

TheDistricthasputinplaceaMulti‐tieredSystemsofSupport/ResponsetoIntervention (MTSS/RtI) Team at every school. The team consists ofInstructional Staff, Administrators, and Instructional Leaders of the schoolsite. This team is responsible for looking at school level data, identifyingconcerns, and utilizing the 8‐Step Problem Solvingmethod to tackle theseconcerns.MTSS/RtITeamsreceivetrainingontheProblemSolvingmethodtoensureunderstandingoftheprocess,addressingconcerns,andappropriatelevelsofsupporttodifferentiateinstructionandstudentneeds.

Exceptional Student Education (ESE) student receive services through avariety of models to meet their individual needs: self‐contained,mainstreaming,supportfacilitation,co‐teaching,andsmall‐groupinstruction.InstructionalandProfessionalSupportStaffareprovidedwithprofessionallearningonstrategiesandmethodstobestmeettheneedsofthispopulation.District Resource Staff and ESE Department also provide targetedprofessionaldevelopmentandresourcestothishighneedpopulation.

DistrictGoals:Goal1StrategicPlanforCareerandTechnicalEducation(CTE)RtIFlowChart


19

English language learners (ELL) areprovided support through a variety ofstrategies.Instructionalstaffworkingwiththispopulationmusthave(orbeworking toward) English for Speakers of Other Languages (ESOL)Certification. TheESOLcertificationismonitoredattheschoolanddistrictlevel.ESOLEndorsementCoursesareprovidedbytheDistrict.Instructionalstrategiesprovidedintheclassroomtosupportthispopulationaremonitoredthroughlessonplansandclassroomwalkthroughs.SmallgroupinstructionandsupportisalsoprovidedbyparaprofessionalsinadditiontotheeffectiveESOLstrategiesutilizedbytheclassroomteacher. ESOLParaprofessionalsparticipateinongoingprofessionallearningopportunitiesdesignedtoteachthemstrategiestouseinworkingwithELLstudents.DistrictResourceStaffand theMulticulturalDepartmentprovide targetprofessionaldevelopmentandmaterialstoinstructionalstaffofELLstudents.

Low‐PerformingSchools

LowPerformingSchoolsareidentifiedeachyearbasedonstudentdataandFloridaDepartmentofEducationguidelines.

Administrators and Instructional Leaders of Low‐Performing SchoolsparticipateintheFLDOEDifferentiatedAccountabilityLeadershipAcademieseachyear.

Districtprovidestieredlevelsofsupportforschoolsbasedondata.Supportareasincludematerials,professionaldevelopment,districtresourcestaff,andother resources as identified. Low performing schools receive a moreintensivelevelofsupport.

DistrictLeadershipTeamconductsReflectiveVisitstoschoolsitesthroughouttheschoolyear. Thenumberofvisitseachschoolreceives isbasedonthetieredlevelsofsupport.Theseon‐sitevisitstolow‐performingschoolsallowtheAssistantSuperintendentandCurriculumstafftoworkwiththeschool’sAdministrativeTeamsandInstructionalLeadersinanalyzingdata,identifyingrootcauses,andinitiatingaplanforinstructionalalignmentofresourcesandstudentneeds.

The District’s commitment to the success of low‐performing schools isevidencedbytheadditionofaCoordinatorofSchoolImprovementandTurn

DistrictGoals:Goal12015‐2016ReflectiveVisitSchedule


20

AroundSchools.TheCoordinatorsupportslow‐performingschoolswithdataanalysis and monitoring, professional development initiatives, benchmarkdeconstruction,classroomwalk‐throughs,andensuresthateachschoolhasanimprovementplaninplacetosupportitsneeds.

AdditionalDistrictSpecificIssuesLocalInstructionalImprovementSystem‐PDonuseofData

School level leadership teams participated in Data Digging professionaldevelopment activities during July 2015 to learn how to utilize the 8‐stepproblem solving process and begin to identify students needing additionalsupportandinterventions.TeamslearnedofdataavailablethroughthenewLIISsystem,theStudentSuccessPortal.

Professional Development on the use of data has been provided toAdministrators ondata analysis, earlywarning systemsat the student andsystemlevel,andmatchingresourcestostudentandsystemindicators.

ProfessionaldevelopmentisalsoconductedforInstructional,AdministrativeStaff, and Instructional Leaders on the use of various local data sourcesavailable for the purpose of improving instruction and meeting studentindividualneeds.Localdatasourcesinclude:benchmarkassessments,STAREnterprise,disciplinereports,FOCUS,andODMS

Appendix

MASTER INSERVICE PLAN 2015‐2016 1 | P a g e Section I: G. District Professional Development System

ONLINE LEARNING 2015-2016

Course Title Attendance 1. Child Abuse – through DCF 633

2. Civility in Athletics 125

3. Classroom Management 175

4. Clinical Educator Training 163

5. Customer Service: The M.A.G.I.C. Plan 48

6. Drug and Alcohol Abuse 290

7. Methods of Teaching ESOL – 18 hours 150

8. Professional Ethics 295

9. Right to Know/Bloodborne Pathogens 308

10. Stop Bullying Now! 153

11. Successful Parent Conferences 62

12. Suicide Prevention 246

13. SWD: Teaching Students with Disabilities 1289

14. Telephone Etiquette (PSS ONLY) 77

15. Workplace Spanish 55

16. ESOL Endorsement - Applied Linguistics – 60 hours 119

17. Reading Endorsement - Competency 2 – 60 hours 40

18. ESOL Endorsement – Curriculum – 60 hours 96

19. ESOL Endorsement - Methods of Teaching ESOL – 60 hours 362

TOTAL

4,686

Appendix

MASTER INSERVICE PLAN 2015‐2016 2 | P a g e Section I: G. District Professional Development System

DISTRICT GOALS 2014-2015


Melba Luciano, Superintendent Vision: The School District of Osceola County will outperform all other districts in the state of Florida. Mission: Education which inspires all to their highest potential. Core Beliefs:

All students are capable of learning and achieving high standards.

Effective teaching requires planning, implementation, and reflection.

Professional learning communities centered on collaboration and accountability will enhance instruction and the education of students.

Implementation of highly-effective teaching strategies gained during professional development improves student success.

Fiscal responsibility is everyone’s obligation and a vital component to the success of our district.

Organizational Values:

Achievement - We will promote excellence with the goal that all children will learn.

Continuous improvement - All stakeholders will demonstrate a commitment to learning rather than maintaining status quo.

Diversity - We will respect and value all cultures while promoting unity and community.

Transparency - All interactions will cultivate a commitment to open and honest communication that builds trust.

Rigor - High expectations will foster a climate of unlimited potential.

Integrity - Everyone will contribute to a climate of professional and ethical behavior.

Innovation - Everyone will have a genuine commitment to exploration, creativity, and revitalization.

Respect - We will advocate a culture that demonstrates mutual understanding and civility.

Leadership - We will cultivate an environment where individuals will flourish as leaders.

Goals: 1. Increase student achievement in every school, as measured by statewide assessments, resulting in

improvement in school grades, learning gains, and graduation rates and ensure all grades are “C” or higher during the 2014-2015 school year.

2. Use technology to increase student achievement, communication, assessment, and overall productivity. 3. Employees will attend professional development that is aligned with the district and school goals in order

to enhance student achievement and their professional growth. 4. Cultivate and communicate a safe and positive environment for students, parents, staff, and community. 5. Ensure that resources are allocated to achieve maximum student success while complying with legal

requirements and maintaining the long-term financial health of the District.

MASTER INSERVICE PLAN 1 | P a g e Section I: H. Listing of District Professional Development Advisory Boards

PROFESSIONAL DEVELOPMENT COUNCIL Updated Annually in September

Beth Rattie Alternative Programs/ALCO 9/30/14 817 Bill Beck Boulevard Kissimmee, FL 34744 (407) 932-1911 Barbara Ortiz (New Teachers) Boggy Creek Elementary School 10/2/14 Marianna Menna (PD Lead) 810 Florida Parkway Kissimmee, FL 34743 (407) 344-5060 Erica Walters Celebration High School 9/30/14 1809 Celebration Boulevard Celebration, FL 34747 (321) 939-6600 Tamara Medrano Celebration School (K-8) 9/30/14 510 Campus Street Celebration, FL 34747 (407) 566-2300 Heather Aragon Central Avenue Elementary 6/30/14 School 500 West Columbia Avenue Kissimmee, FL 34741 (407) 343-7330 Julie McClintock Chestnut Elementary School For Science and Engineering 9/30/14 4300 Chestnut Street Kissimmee, FL 34759 (407) 870-4862 Libby Raymond - AP Cypress Elementary School 9/30/14 Jennifer Albright 2251 Lakeside Drive Kissimmee, FL 34744 (407) 344-5000 Donna Mescall Deerwood Elementary School 9/30/14 3701 Marigold Avenue Kissimmee, FL 34758 (407) 870-2400 Roseanne Foster Denn John Middle School 9/30/14 2001 Denn John Lane Kissimmee, FL 34744 (407) 935-3572



Deborah Tryzbiak Discovery Intermediate School 9/30/14 5350 San Miguel Road Kissimmee, FL 34758 (407) 343-7300 Liz Cooper East Lake Elementary School 9/30/14 4001 Boggy Creek Road Kissimmee, FL 34744 (Opening August 2010) Christine Campanaro Flora Ridge Elementary School 6/30/14 2900 Dyer Boulevard Kissimmee, FL 34741 (407) 933-3999 Nahida Mehta Gateway High School 9/30/14 93 Panther Paws Trail Kissimmee, FL 34744 (407) 935-3600 Deanna Osborne Harmony Community School 6/30/14 3365 Schoolhouse Road St. Cloud, FL 34773 (407) 892-1655 Kim Miller Harmony High School 9/30/14 Shelley Freeman 3601 Arthur J. Gallagher Boulevard St. Cloud, FL 34771 (407) 933-9900 Rosanna Palmer Hickory Tree Elementary School 10/1/14 2355 Hickory Tree Road St. Cloud, FL 34772 (407) 891-3120 Rachel Rosenbaum (lead) Highlands Elementary School 10/1/14 Jocelyn Ruperto (New teachers) 800 West Donegan Avenue Kissimmee, FL 34741 (407) 935-3629 Heather Chapman Miller Horizon Middle School 9/30/14 2020 Ham Brown Road Kissimmee, FL 34746 (407) 935-3572



Barbara Langley Kissimmee Elementary School 9/30/14 New Teacher Program: 2420 Dyer Boulevard Chasity Young Kissimmee, FL 34741 Debbie Dunn (407) 935-3640 Karen Godwin Kissimmee Middle School 9/30/14 2410 Dyer Boulevard Kissimmee, FL 34741 (407) 870-0857 Tracy Nedd Koa Elementary School 9/30/14 Timi Godin 5000 KOA Street Kissimmee, FL 34758 (407) 518-1161 Adah (Michelle) Schwartz (lead) Lakeview Elementary School 10/1/14 Theresa Brady (New Teachers) 2900 Fifth Street St. Cloud, FL 34769 (407) 891-3220 Katelyn Forcucci Liberty High School 9/30/14 4250 Pleasant Hill Road Kissimmee, FL 34746 (407) 933-3910 Amy Whetstone Michigan Avenue Elementary 9/30/14 School 2015 S. Michigan Avenue St. Cloud, FL 34769 (407) 891-3140 Jacqueline Acosta Mill Creek Elementary School 9/30/14 1700 Mill Slough Road Kissimmee, FL 34744 (407) 935-3660 Leah Phillips Narcoossee Elementary School 10/3/14 2700 N. Narcoossee Road St. Cloud, FL 34771 (407) 892-6858 Sheila Steirer Narcoossee Middle School 9/30/14 New Teacher Program: 2700 N. Narcoossee Road Kent King St. Cloud, FL 34771 (407) 891-6600



Julie Wilson Neptune Elementary School 10/1/14 1200 Betsy Ross Lane St. Cloud, FL 34769 (407) 892-8387 Jill McCormack Neptune Middle School 9/30/14 Diana Triplett 2727 Neptune Road Kissimmee, FL 34744 (407) 935-3500 Keith Anakotta (lead) New Beginnings Education Cntr 10/7/14 Courtney Murray (New Teachers) 2599 West Vine Street Kissimmee, FL 34741 (407) 348-4466 Tiffany Bell Osceola County School For the Arts 9/30/14 3151 N. Orange Blossom Trail Kissimmee, FL 34744 (407) 931-4803 Lynda Crafton Osceola High School 9/30/14 420 S. Thacker Avenue Kissimmee, FL 34741 (407) 518-5400 Maria Gil Parkway Middle School 9/30/14 857 Florida Parkway Kissimmee, FL 34743 (407) 344-7000 Sara Czipulis Partin Settlement Elementary 10/1/14 School 2434 Remington Boulevard Kissimmee, FL 34744 (407) 518-2000 Christine Tattoli Pleasant Hill Elementary School 10/1/14 1253 Pleasant Hill Road Kissimmee, FL 34746 (407) 935-3700 Trae Simpson Poinciana Elementary School 9/30/14 4201 Rhododendron Ave. Kissimmee, FL 34758 (407) 343-4500



Kim Manion Poinciana High School 9/30/14 Roydrick Scott 2300 S. Poinciana Boulevard Kissimmee, FL 34758 (407) 870-4860 Rebeca Arias Professional and Technical High 10/1/14 School (PATHS) 501 Simpson Road Kissimmee, Florida 34744 (407) 344-5080 Laura Dyer Reedy Creek Elementary School 10/1/14 5100 Eagles Trail Kissimmee, FL 34758 (407) 935-3580 Beth Telemko St. Cloud Elementary School 9/30/14 Cindy Chiavini 2701 Budinger Avenue St. Cloud, FL 34769 (407) 891-3100 Jennifer Wrona St. Cloud High School 9/30/14 Jeff Schwartz 2000 Bulldog Lane St. Cloud, FL 34769 (407) 891-3100 Sherry Leonard St. Cloud Middle School 10/3/14 1975 S. Michigan Avenue St. Cloud, FL 34769 (407) 891-3200 Erin Cummings Sunrise Elementary School 9/30/14 1925 Ham Brown Road Kissimmee, Florida 34746 (407) 870-4866 Emily Stine Technical Education Center 9/30/14 Tom Smalling of Osceola (TECO) 501 Simpson Road Kissimmee, FL 34744 (407) 344-5080 Maria Gomez (Lead) Thacker Avenue Elementary 10/8/14 Yara Tavarez-DeLaFuentes School for International Studies (New Teachers) 301 Thacker Avenue Kissimmee, FL 34741 (407) 935-3540



Polly Prather Ventura Elementary School 9/30/14 275 Waters Edge Drive Kissimmee, FL 34743 (407) 344-5040 Kimberly Azis Westside K-8 School 9/30/14 2551 Westside Boulevard Kissimmee, FL 34747 (407) 390-1748 Ellen Whitman Zenith School 10/1/14 2218 Irlo Bronson Memorial Hwy Kissimmee, FL 34744 (407) 846-3976

CHARTER SCHOOLS

Tiffany Cowart-Hughes Avant Garde Academy 10/1/14 Carlos Lugo 2880 N Orange Blossom Trail

Kissimmee, FL 34744 (321) 697-3800

Millie Torres Bellalago Academy (Charter) 10/1/14 3651 Pleasant Hill Road Kissimmee, FL 34746 (407) 933-1690 Lizett Rivera (PD Lead) Canoe Creek Charter Academy 10/2/14 January Caggiano (PD Lead) 3600 Canoe Creek Road April Roush (New Teachers) St. Cloud, FL 34722 (407) 891-7320 Denise Thompson, Principal Four Corners Charter School 10/8/14 9100 Teacher Lane Davenport, FL 33837 (407) 787-4300 Kissimmee Charter Academy 10/8/14 Lori McCarley, Director 2850 Bill Beck Boulevard Kissimmee, FL 34744 (407) 847-1400



Scott Barron Mavericks High School (Charter) 10/1/14 Jason Solano (New Teachers) 1100 North Main Carl Martin, Principal Kissimmee, FL 34741 (321) 250-1871 Tina Cafiero New Dimensions High School 10/1/14 (Charter) 4900 Old Pleasant High Road Kissimmee, FL 34759 (407) 8709949 Maritza Rodriguez P. M. Wells Charter Academy 10/8/14 Patricia Patterson, Principal 2426 Remington Boulevard Kissimmee, FL 34744 (321) 697-1020 Ana Velez, Administrator UCP Child Development 10/8/14 Center (Charter) 448 Donegan Avenue Kissimmee, FL 34741 (407) 932-3445

Ronald Large, Principal Acclaim Academy Charter School 10/8/14 3540 Pleasant Hill Road Kissimmee, FL 34746 (407) 343-9750

Neeti Gregg Florida Virtual Academy at Osceola Co. 10/1/14 110 SE Sixth Street, Suite 1500 Fort Lauderdale, FL 33301 (855) 748-4737

Yadira Hernandez (PD Lead) Renaissance Charter – Poinciana 10/2/14 Heather Paden (New Teachers) 5125 Robert McLane Blvd.

Kissimmee, FL 34758 (407) 518-9045


PROFESSIONAL SUPPORT STAFF COMMITTEE MEMBERS

2015-2016 Joyce Arbuckle, Executive Secretary, Kissimmee Middle School

Betty Brown, Executive Secretary, Maintenance Department

Carol Etter, Software Techonologist, Instructional Technology

Rebecca Fernandez, Senior Work Order Clerk, Facilities Department

Janice Franceschi, Director of Professional Development

Karen Fry, Food Service Specialist, School Nutrition Services

Sharon Hardee, Senior Work Order Clerk, Facilities Department

L. Rae Hollenbeck, Director of Food Service

Daphney Krause, Supervisor, Transportation Department

Josefina Marin, ESOL Resource Specialist, Multicultural Education Department

Debra Neill, Senior Manager School Leadership and Training Development

John Pagnotti, Resource Specialist for Professional Development

Virginia Ramie, Director of Student Success and Instructional Improvement

Billie Jo Szlezak, LPN, Denn John Middle School

Carl Watson, Assistant for Professional Development

2.12% 9

55.53% 236

37.88% 161

4.94% 21

Q1 Your Position in the district is:Answered: 425 Skipped: 0

Total Respondents: 425

# Other (please specify) Date

1 food service 7/6/2015 2:02 PM

2 Paraprofessional 6/6/2015 6:39 AM

3 Computer Technician 6/4/2015 1:05 PM

4 Supervisor 6/3/2015 2:47 PM

5 Permitting Tech 6/3/2015 11:38 AM

6 Transportation 5/28/2015 7:57 PM

7 monitor 5/19/2015 8:34 PM

8 Teacher: MTSS Coach, Test Coordinator 5/19/2015 1:58 PM

9 Instructional/Nonclassroom (ECS) 5/19/2015 12:51 PM

10 Computer Technician 5/19/2015 10:32 AM

11 SLP 5/19/2015 7:27 AM

12 Paraprofessional 5/14/2015 8:23 AM

13 Educational Specialist 5/14/2015 7:58 AM

14 speech/language pathologist 5/14/2015 7:41 AM

15 Dean 5/13/2015 3:56 PM

Administrator

Teacher/Instructional Staff

ProfessionalSupport Staff

Other (pleasespecify)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Answer Choices Responses

Administrator

Teacher/Instructional Staff

Professional Support Staff

Other (please specify)

1 / 74

Professional Development - Needs Assessment - 2014-2015 SurveyMonkey

16 Speech Therapist 5/13/2015 3:10 PM

17 College and Career 5/13/2015 2:38 PM

18 Speech-Language Therapist 5/13/2015 2:21 PM

19 school nurse 5/11/2015 8:15 AM

20 Clerk Typist 5/8/2015 12:55 PM

21 Literacy Coach 5/8/2015 9:56 AM

2 / 74


36.47% 155

21.88% 93

28.24% 120

1.41% 6

2.12% 9

12.94% 55

0.71% 3

1.18% 5

0.94% 4

Q2 The location where you currently work:Answered: 425 Skipped: 0


ElementarySchool

Middle School

High School

TechnicalSchool

Adult School

District Office

Maintenance

Transportation

Food Service

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Elementary School

Middle School

High School

Technical School

Adult School

District Office

Maintenance

Transportation

Food Service

3 / 74


99.53% 423

0.24% 1

0.00% 0

0.47% 2

Q3 Your current employment status is:Answered: 425 Skipped: 0


Full Time

Part Time

Seasonal

Temporary

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Full Time

Part Time

Seasonal

Temporary

4 / 74


7.29% 31

16.00% 68

7.76% 33

20.24% 86

16.71% 71

32.00% 136

Q4 You have been working within thisdistrict for:

Answered: 425 Skipped: 0


Less than 1year

1-3 years

3-5 years

5-10 years

10-15 years

15+ years

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Less than 1 year

1-3 years

3-5 years

5-10 years

10-15 years

15+ years

5 / 74


Q5 Please carefully read and rate thefollowing factors regarding how they affect

your decision to attend an inservice(training) activity.


Subject Matterof Inservice...

CertificationOpportunities

New Knowledge/Skills to be...

Preparationfor a New...

6 / 74


for a New...

PersonPresenting t...

Time of Dayfor the...

Location ofthe Activity

Length of theInservice

7 / 74


Amenities atLocation

InserviceSupplement

Parking atLocation

RefreshmentsAvailable

8 / 74


83.62%337

15.38%62

0.74%3

0.25%1

0.50%2

403

45.54%184

31.68%128

11.63%47

6.19%25

5.45%22

404

75.18%306

22.85%93

0.74%3

0.74%3

0.49%2

407

42.43%171

26.55%107

16.87%68

9.43%38

5.46%22

403

23.94%96

29.18%117

27.68%111

14.21%57

5.99%24

401

52.96%215

31.28%127

12.81%52

1.72%7

1.48%6

406

43.73%178

33.91%138

15.97%65

5.16%21

1.47%6

407

34.48%140

36.70%149

18.97%77

6.90%28

3.20%13

406

11.50%46

23.00%92

26.25%105

28.50%114

11.75%47

400

28.79%114

30.05%119

23.74%94

13.13%52

5.05%20

396

18.95%76

29.43%118

26.93%108

17.71%71

7.73%31

401

8.44%34

10.92%44

23.82%96

33.25%134

23.82%96

403

25.50%103

26.49%107

29.21%118

12.87%52

6.68%27

404

Very Important Important Somewhat Important Not Very Important

Not Important

Freebooks/materials

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

VeryImportant

Important SomewhatImportant

Not VeryImportant

NotImportant

TotalRespondents

Subject Matter of Inservice Activity

Certification Opportunities

New Knowledge/ Skills to beLearned

Preparation for a New Position

Person Presenting the Topic

Time of Day for the Activity

Location of the Activity

Length of the Inservice

Amenities at Location

Inservice Supplement

Parking at Location

Refreshments Available

Free books/materials

9 / 74


72.97% 297

23.83% 97

2.95% 12

0.74% 3

Q6 How important is receiving training toyou?



Very Important

Important

SomewhatImportant

Not Important

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Very Important

Important

Somewhat Important

Not Important

10 / 74


40.84% 165

54.70% 221

3.96% 16

0.74% 3

Q7 Do you believe that you need additionaltraining/instruction in any areas?



Definitelyneed more...

May need alittle train...

Probably donot need any...

Definitely donot need any...

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Definitely need more training

May need a little training in some area of work

Probably do not need any training

Definitely do not need any additional training

11 / 74


71.99% 293

25.31% 103

2.21% 9

0.00% 0

0.74% 3

Q8 If a training program of interest to youwas available, how likely would you be to

attend?Answered: 407 Skipped: 18


Very Likely

Likely

Not Sure

Unlikely

Very Unlikely

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Very Likely

Likely

Not Sure

Unlikely

Very Unlikely

12 / 74


56.40% 229

9.36% 38

35.47% 144

Q9 Would you be willing to attend trainingsessions during times that are not during

your normal work hours?Answered: 406 Skipped: 19


Yes

No

Maybe

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Yes

No

Maybe

13 / 74


Q10 What factors would increase thelikelihood of you attending a training

course? List any and all that you can thinkof.


# Responses Date

1 Hands on training - technology, manipulatives. Also supplemental material to be used in both ESE and RegularEduc. classes K-5.

7/6/2015 6:32 PM

2 distance 7/6/2015 2:06 PM

3 Stipend 7/6/2015 12:18 PM

4 The ability to learn things that I can immediately take back to my classroom. I don't want to attend a trainingwhere I can only use the lesson/activity if I purchase supplemental materials.

7/2/2015 12:16 PM

5 Near to our school 6/27/2015 9:51 AM

6 opportunity for advancement 6/24/2015 5:02 PM

7 follow-up trainings, hands-on or seeing it done in a classroom environment 6/22/2015 4:21 PM

8 Programs related to IMPLEMENTING language arts strategies would be beneficial. We tend to get a lot of greatinformation but practical implementation into an already packed and district-required curriculum can be tricky.Often times the training can be a waste if we can't implement things we learned right away. Also, can't attend onweekends or most evenings due to family responsibilities.

6/21/2015 6:58 PM

9 After 2 pm 6/17/2015 10:38 AM

10 subject matter compensation location 6/14/2015 10:25 PM

11 Content related to teaching areas Useable materials to take back to classroom Lesson ideas/plans to incorporatein classroom

6/11/2015 12:19 PM

12 Daycare or activities available for my kids while I am attending the training will be a plus. 6/10/2015 8:03 AM

13 Class that will make me progress in my job 6/10/2015 7:30 AM

14 The fact that I want to continue learning more and participate will take a toll on me attending a training course. 6/9/2015 5:10 PM

15 1. Time 2- Accessibility 3- Resources 4- Curriculum (Pertinent ) 6/8/2015 10:50 AM

16 Best Practices, Relevance to my job, 6/8/2015 7:32 AM

17 Subject matter, certification, materials to bring to the classroom, stipend. 6/7/2015 8:47 PM

18 I enjoy attending trainings that are designed to give me ideas and materials that can be used in my classroom.Trainings must be applicable to my classroom needs. It is important for teachers to continue learning throughoutour carreers...even at non-title schools.

6/6/2015 9:36 PM

19 Relevance to my situation. Currently am studying to be a teacher and need help in math to pass the certificationexam.

6/6/2015 6:41 AM

20 On-line courses 6/5/2015 7:25 AM

21 PC Certifications Available 6/4/2015 1:06 PM

22 If there was a way to let me know about trainings available to me that were relevant to me without getting intoMyPCG as I only access it when I am told there is something I need to do in there.

6/4/2015 12:45 PM

23 new strategies available, standards connection, stipend/certification points available, connected to studentachievement/motivation improvement

6/4/2015 11:35 AM

24 Related to my work and stipend. 6/4/2015 10:56 AM

14 / 74


25 location and times 6/4/2015 10:29 AM

26 Paid stipend 6/4/2015 9:18 AM

27 During school hours and something that is pertinent to Nursing. CEU. 6/4/2015 8:24 AM

28 Location, time, availability 6/4/2015 8:08 AM

29 Training that goes with my position 6/3/2015 9:29 PM

30 Relevance to what I am teaching 6/3/2015 7:36 PM

31 If I need to attend.. 6/3/2015 6:40 PM

32 class pertains to my position convenient location 6/3/2015 5:10 PM

33 -Receiving applicable resources to use in my classroom -Stipend/incentive -New program/technology 6/3/2015 4:58 PM

34 Provided via Moodle; Provided at my close to my work location. 6/3/2015 2:50 PM

35 Changing the start times from 4:30 to 4:45 or 5:00. 6/3/2015 2:13 PM

36 Courses designed for Media Specialist needs. 6/3/2015 1:55 PM

37 Quality of course 6/3/2015 1:54 PM

38 the time schedule mostly. 6/3/2015 1:33 PM

39 closer to home 6/3/2015 1:14 PM

40 Stipend or during work if I work in excess of 40 hoursI need someone to manage my home. I can pay expensesrelated to me not being home. Other big business managers and CEOs who work long hours have homeemployees to clean and cook or the financial means to eat out. We cannot be working all the time and maintain ahome life without help. We deserve to have a family with time to enjoy them.

6/3/2015 12:51 PM

41 Availability. There used to be many more training opportunities from the district and now it seems to be moreschool based. We are missing out on learning from each other.

6/3/2015 12:21 PM

42 Location- close to my school or residence 6/3/2015 12:17 PM

43 location, time, $ 6/3/2015 12:14 PM

44 location, times, day of the week, etc. 6/3/2015 12:10 PM

45 If I am busy or not 6/3/2015 12:04 PM

46 Ability to get a sub for my 1:1 6/3/2015 12:02 PM

47 Offered at my work location during work hours. 6/3/2015 12:02 PM

48 Free materials limit of discussion time/more teaching time 6/3/2015 11:55 AM

49 If during work day, coverage provided. If after hours - stipend provided. 6/3/2015 11:55 AM

50 Relative to a para position. There don't seem to be too many choices. 6/3/2015 11:51 AM

51 That the in-service training was more specific regarding my areas of need. 6/3/2015 11:48 AM

52 Topic, supplemental materials supplied, stipends, especially if only offered outside the normal day. 6/3/2015 11:46 AM

53 stipend 6/3/2015 11:44 AM

54 The knowledge and ability to apply what is being taught in the course. Any computer classes are always useful! 6/3/2015 11:42 AM

55 Location, time, stipend, topic 6/3/2015 11:42 AM

56 topic of presentation 6/3/2015 11:39 AM

57 Having courses that are more geared to my specific area 6/2/2015 3:07 PM

58 topics of interest 5/30/2015 2:45 PM

59 Management letting me attend 5/29/2015 9:25 PM

60 the times, where it is at 5/28/2015 8:01 PM

15 / 74


61 availability 5/28/2015 7:55 AM

62 The training course will be applicable to my job. Students will benefit from the knowledge that I gain through thetraining course.

5/27/2015 8:15 AM

63 -I prefer them not to be during normal work hours. -trainings on ASD/ESE is very interesting. 5/26/2015 6:51 PM

64 If I perceive a need my likelihood of attending goes up. FOCUS, IPDP, mathematics, are all high on my list. Also Isuggest you stop scheduling workshops during the school year. This is hugely disruptive to our classrooms.Schedule ALL PD work for the summer, period.

5/26/2015 7:49 AM

65 When there is no school scheduled. I don't like missing a day of work. I work in an "asd" unit & I think it's hard forour student . It's out of their routin. Plus I think it would save the district money if the training course would bescheduled when there is no class. You won't need to get a sub.

5/25/2015 6:48 PM

66 I don't care for some of the Moodle ESOL classes. I do not feel they are helpful at all. The organization of theclasses and schedule is terrible

5/21/2015 10:27 PM

67 I attend whatever workshops that I can at all possible fit into my schedule. 5/20/2015 10:47 PM

68 Offered training that will benefit the teachers needed subject areas. Provide some sort of money per training. 5/20/2015 4:22 PM

69 Industry/civilian certification. Many trainings are small internally generated and do not lead to possible promotionor increased marketability.

5/20/2015 3:12 PM

70 Presenters of high caliper that have extensive knowledge of the material. Presenters who demonstrate throughhands on, not just power point and lecture.

5/20/2015 1:53 PM

71 location & time 5/20/2015 1:09 PM

72 If stipends are given, time of training (if it is during the work day, it is useless since I would have to take apersonal day to attend).

5/20/2015 12:49 PM

73 I love to learn, so if it will enhance my skills as a teacher, I am there. 5/20/2015 12:02 PM

74 Would love to receive Continuing Education hours 5/20/2015 9:44 AM

75 The importance of the training to my job and how often I would utilize the information. 5/20/2015 9:38 AM

76 Relevance, scheduling 5/20/2015 8:10 AM

77 time of day 5/20/2015 6:53 AM

78 if it is given after school 5/19/2015 8:42 PM

79 Increase understanding of student's needs 5/19/2015 2:24 PM

80 My principal allowing me to go during my work day. 5/19/2015 2:00 PM

81 If it is during working hours I world hope the you would still get paid for the time you went. Also that you couldhave maybe have workshops at each school depending on what level like k-5th, 6-8th, 9-12th and at the adultlevel. That way we would be trained in the areas that pertaines to us.

5/19/2015 1:52 PM

82 topic and time of day 5/19/2015 1:07 PM

83 Time and distance factors. 5/19/2015 12:55 PM

84 preparing me to be successful in the areas I am teaching and supplement money. 5/19/2015 12:43 PM

85 topic or skills that I currently do not have such as office 365, gifted etc. 5/19/2015 12:38 PM

86 location& time 5/19/2015 11:17 AM

87 More afterhours trainings. 5/19/2015 11:13 AM

88 If it relates to my current position and is valuable to me doing my job more effectively. If it is relevant to my job. Ifit is given by a qualified person and not one who reads a powerpoint to me.

5/19/2015 11:11 AM

89 supplemental pay, hours, handouts, location 5/19/2015 10:58 AM

90 Time and location of the training 5/19/2015 10:54 AM

91 Professional Certifications being Available. 5/19/2015 10:34 AM

16 / 74


92 topic relevance to adult education 5/19/2015 10:34 AM

93 Enhancement of my job, new ideas, finfing out about the class, hearing about how good the class is. 5/19/2015 10:29 AM

94 Materials aligned to the training provided for free or at a reasonable cost (already prepared!!!!!) 5/19/2015 10:08 AM

95 Online courses are more convenient than face to face, especially for ESOL courses. 5/19/2015 10:02 AM

96 mandated or for recertification only 5/19/2015 10:00 AM

97 instructor, date/time, subject matter, compensation/free materials 5/19/2015 9:46 AM

98 great subject, materials, CEUs 5/19/2015 7:29 AM

99 If not during my hours - a supplement must be provided for me willing to attend. 5/18/2015 6:53 PM

100 The use of SARAFI Montage Live for trainings that are far away. 5/18/2015 1:04 PM

101 directly useful for my position make-and-takes are awesome! 5/18/2015 12:37 PM

102 One factor that is very important to me would be to have all day training courses instead of a 2 part half-daycourses. It is hard for me to miss two days of class.

5/18/2015 10:47 AM

103 credit and time 5/18/2015 10:11 AM

104 stipend and offered during summer or on inservice day 5/15/2015 10:42 PM

105 Materials being given, points lead to an endorsement 5/15/2015 3:58 PM

106 It would be very convenient to attend training offered at the site where I work 5/15/2015 12:16 PM

107 New information Experienced Trainer Hands On training Exciting sessions 5/15/2015 9:05 AM

108 Needing more personal or sick time. When your a paraprofessional your days don't roll over so when you usethem all and a training comes up if you have no days you cant attend during school hours.

5/15/2015 8:18 AM

109 If the training is with my location of school and not having to drive too far. Mus be well in advance so I can usethe training in my classroom and not just before students are read to take their state test.

5/15/2015 7:49 AM

110 It needs to be useful information being presented...not things like emotions and getting along with other...actualhands on usefulness

5/15/2015 7:42 AM

111 I already attend as many opportunities that apply to my growth as possible. 5/14/2015 8:27 PM

112 more paraprofessional workshops . 5/14/2015 4:24 PM

113 Subject area specific(Need PE Workshops) 5/14/2015 2:40 PM

114 Topic & Instructor 5/14/2015 2:30 PM

115 finding courses that apply to my current job 5/14/2015 1:00 PM

116 location, instructor, and outside work 5/14/2015 11:43 AM

117 Pay for training, worth of material being presented, way in which material is being presented (i.e. at a historicallocation, hands on, etc)

5/14/2015 11:31 AM

118 Depends on the location , depend on others to drive me. 5/14/2015 10:32 AM

119 Subject matter - does it pertain to my field of expertise? 5/14/2015 10:30 AM

120 If the training is specifically geared to my every day position (subject matter), I would be more likely to attend. 5/14/2015 9:10 AM

121 Materials provided that I can use at work 5/14/2015 9:09 AM

122 Training in social studies or using technology. 5/14/2015 9:01 AM

123 More consecutive sessions, like after ending session 1, be enrolled automatically to session 2 and go on. 5/14/2015 8:26 AM

124 I am a cafeteria manager, so I would like to have more things that relate to my job 5/14/2015 8:13 AM

125 Time of training and subject matter that would improve my current job skills or prepare for another similarposition.

5/14/2015 8:08 AM

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126 Related to my field. Incentives 5/14/2015 8:00 AM

127 Courses for individuals that are somewhere between clerks and admijnistration 5/14/2015 7:46 AM

128 Relevance to subject matter 5/14/2015 7:42 AM

129 Relevance to job responsibilities. 5/14/2015 7:28 AM

130 Points, stipend, materials to use in the classroom 5/14/2015 7:13 AM

131 technology 5/14/2015 6:37 AM

132 to perform a better job and learn more techniques and skill ..to be a better custodian and to bring a great qualityservice to the staff and students and for my own pride of doing a professional job...

5/13/2015 9:16 PM

133 I would be more likely to attend if trainings were later and in a central location. Get out late prevents me frombeing able to attend trainings due to the 4:30 start time and the travel time out toward St. Cloud.

5/13/2015 8:28 PM

134 online availability hours available 5/13/2015 6:43 PM

135 time of day/week stipend necessary training 5/13/2015 6:07 PM

136 Money 5/13/2015 6:06 PM

137 Stop making us have trainings that are pointless and are all about reading strategies. There are other subjects. 5/13/2015 5:53 PM

138 Stipends if outside work hours 5/13/2015 5:46 PM

139 The locations is important to me. 5/13/2015 5:25 PM

140 Required for certification. Has a good trainer like Bobbi Kocker. Has some flexibility for emergencies. 5/13/2015 5:20 PM

141 Of interest, related to department/subject 5/13/2015 5:10 PM

142 If the training was practical in usage for the classroom. 5/13/2015 4:29 PM

143 Subject matter in current field or managerial field. 5/13/2015 4:11 PM

144 I can not attend most trainings available during the work day, therefor additional times for evenings andweekends would allow me to better participate.

5/13/2015 4:05 PM

145 Relatedness to job expectations 5/13/2015 3:58 PM

146 Specialized trainings in Speech and Language Technology Smart Boards 5/13/2015 3:26 PM

147 Subject relevant to my position. 5/13/2015 3:18 PM

148 1. Relevancy 2.Stipend, if it is after hours 5/13/2015 3:10 PM

149 stipends help defray the costs of attending 5/13/2015 2:52 PM

150 If I was required to, also if the topic interested me. Also, getting payment over the summer is great. I did not likethe Saturday offerings, we only get two days off a week to be with family and I feel like it shouldn't even be anoption. People need two days off for mental health, it will make them a more effective teacher come Mondaymorning.

5/13/2015 2:39 PM

151 Topic and relevance 5/13/2015 2:39 PM

152 Relevance to my position/ curriculum, materials presented available after training, applicable skills and strategiesthat can be implemented immediately, opportunities for re-group after implementing what was learned

5/13/2015 2:18 PM

153 Helping in my current job and future positions. 5/13/2015 2:17 PM

154 Classes held locally, not more than three hours in length, held either early in the morning, or late in the evening(6-9pm)

5/13/2015 2:13 PM

155 The location. Most inservices are close by, so that has not been an issue. I also appreciate condensing them intoa single week or time period. It is hard to do a class for several days over the span of weeks.

5/13/2015 2:09 PM

156 I enjoy attending summer training courses because it allows me to actually get to the classes since I work so faraway in the district. It's very hard for me to attend after school.

5/13/2015 2:05 PM

18 / 74


157 Adds endorsements; truly is a benefit and not a way for the county squeeze in required knowledge (mathsolutions); not money for outside of state consultations (other states getting paid for what worked for them).

5/13/2015 1:58 PM

158 Getting a stipend 5/13/2015 1:57 PM

159 Being compensated 5/13/2015 1:55 PM

160 Topic, Location, Times 5/13/2015 1:53 PM

161 Stipends of course! Being able to make things I can take back to school and materials/supplies! 5/13/2015 1:53 PM

162 A course with valuable content that can be applied to the classroom immediately and which will allow me to growas an educator.

5/13/2015 1:48 PM

163 One that I know will not make me waste my time. 5/13/2015 1:47 PM

164 Time/day of inservice ,location and stipend, valued topic 5/13/2015 1:45 PM

165 content, day/time of training 5/13/2015 1:42 PM

166 Stipend, location, how relative it is to what I teach. 5/13/2015 1:36 PM

167 The factors would include the time and date of the training course. 5/13/2015 1:21 PM

168 refreshing course , safety, new information, more knowledge etc 5/13/2015 1:20 PM

169 subject 5/13/2015 1:11 PM

170 If I could do the course from home at my own hours. 5/13/2015 1:09 PM

171 Topics of interest, time and location. 5/13/2015 1:07 PM

172 Class coverage, or stipends. 5/13/2015 1:05 PM

173 Location, area of interest and fee 5/13/2015 1:02 PM

174 during work hours technology courses hands on training-not just someone talking about the topic 5/13/2015 12:58 PM

175 Importance to position, learning something new or useful,stipend 5/13/2015 12:45 PM

176 Wish you would not hold them during school hours. It puts too much other work on my cowrokers to cover myjob.

5/13/2015 12:40 PM

177 Actually after regular ours is easier since I don't have to miss instructional time. 5/13/2015 12:39 PM

178 stipend location 5/13/2015 12:37 PM

179 Supplement, free items 5/13/2015 12:37 PM

180 Workshops held on our campus. 5/13/2015 12:36 PM

181 Communications Customer Service Telephone Skills Filing Respect 5/13/2015 12:34 PM

182 The courses need to help me with my teaching position. I need courses that improve my knowledge as ateacher.

5/13/2015 12:28 PM

183 the main factor is learning more about my job 5/13/2015 12:26 PM

184 Location and times after work hours 5/13/2015 12:22 PM

185 Good resources! 5/13/2015 12:20 PM

186 stipend, time, location. 5/13/2015 12:20 PM

187 I am more likely to attend training that I know will be of benefit in my daily duties. 5/13/2015 8:53 AM

188 Re-certification needs (such as ESOL category 5) 5/12/2015 11:51 AM

189 I want to grow and learn more about my students necessities. 5/12/2015 11:47 AM

190 Prefer after school time. Difficult take time and live teacher with all work. Not good for students. 5/12/2015 9:16 AM

191 Trainings that apply to my job or can help me become a better teacher. 5/12/2015 8:23 AM

19 / 74


192 A lot of training go on during time I work. My principal may think it's not important for me to attend even though Ifeel like I will be able to use skills later on. And when all my days are used up park's can't go due to no moredays. Teachers can but not para's.

5/12/2015 8:16 AM

193 Trainings that end before 6pm or start after 7pm! Workshops that don't last longer than 1-2 hours on aweekday/weeknight.

5/11/2015 3:26 PM

194 Scheduling some training during regular business hours 5/11/2015 2:50 PM

195 The themes of the training . Help me to improve my student knowledge. 5/11/2015 1:59 PM

196 Interest Person presenting 5/11/2015 1:57 PM

197 If it will improve my knowledge to be able to help my students more efficiently. 5/11/2015 12:22 PM

198 not during work hours is easier 5/11/2015 10:11 AM

199 Relevance, stipend 5/11/2015 9:57 AM

200 Stipend or during hours. Subject topic. 5/11/2015 9:04 AM

201 Administration approval, and not to late or long hours after work, (when not at my normal work hours.) 5/11/2015 8:52 AM

202 the location of the course. How many CEU's the course would offer. Will I be paid for the course. 5/11/2015 8:29 AM

203 Interest and person presenting 5/10/2015 5:55 PM

204 in the summer for a stipend. trainings at school site, not ALCO. not everyone lives in Osceola County, ALCO isvery very far away from some of our homes.

5/10/2015 4:20 PM

205 The training occurs during my regular work hours. If that is not possible, the training can occur outside of my workhours on ANY day of the week either before or after my regular work hours or on weekends, but I expect to bepaid my hourly rate, not a stipend. If only a stipend is available, I am not interested. My time is more valuable thana stipend.

5/9/2015 7:19 PM

206 Location, length and requirements of course 5/9/2015 3:20 PM

207 Have training on Saturday. 5/9/2015 10:59 AM

208 Subject matter, location, date/time 5/8/2015 8:19 PM

209 Stipend 5/8/2015 6:58 PM

210 Summer incentives, hands on and things that I could apply right away in the classroom aligned with the standardsand grade level.

5/8/2015 4:01 PM

211 free materials, subject matter, stipend, certification opportunity, useful, new subject 5/8/2015 3:40 PM

212 Time schedule, day care, related to the subject of what I teach, location close by not across the county.. 5/8/2015 3:05 PM

213 Time Location Permission for TDA 5/8/2015 3:00 PM

214 More knowledge in the field I am working. 5/8/2015 2:44 PM

215 Relevant to current responsibilities. 5/8/2015 2:28 PM

216 I would GREATLY appreciate Saturday classes. I work a second job in the early evening so time is a big factor. 5/8/2015 2:13 PM

217 New information needed to be successful. 5/8/2015 2:11 PM

218 location and time 5/8/2015 2:03 PM

219 Interest Time and Day Offered 5/8/2015 1:45 PM

220 Stipend, Materials learned/provided 5/8/2015 1:30 PM

221 Location and times are important, making online training preferred due to time limitations. 5/8/2015 1:06 PM

222 Location nearby Amount of points for the training 5/8/2015 1:00 PM

223 Relevant to what I teach, materials and lesson plans all included so it isn't a project just to attempt to use whatwas just learned.

5/8/2015 12:57 PM

224 Financial assistance 5/8/2015 12:56 PM

20 / 74


225 Getting PD points, and relevance to the job I am doing are factors that have determined whether I attended aworkshop or not. I also like the fact that many workshops are offered online so I can "attend" at a time that isconvenient to me.

5/8/2015 12:51 PM

226 Right now I need more training on FOCUS. Your department has offered none this first year with a new softwareprogram.

5/8/2015 12:38 PM

227 Pertinence and substance of training in relation to current job 5/8/2015 12:28 PM

228 Date and time, location, interest/usefulness of topic. 5/8/2015 12:27 PM

229 time of day/week, location, stipend 5/8/2015 12:17 PM

230 stipends ease of finding the place summer 5/8/2015 12:08 PM

231 Financial reimbursement. 5/8/2015 12:02 PM

232 The training would have to be of interest to me. The location and times are also a factor. 5/8/2015 11:56 AM

233 The quality and relevance of the training provided. 5/8/2015 11:46 AM

234 If the training is not during a school day, I am unable to attend due to childcare 5/8/2015 11:46 AM

235 Summer trainings are the best for me. I have 2 small children and attending workshops after school isimpossible. I would like to attend more trainings, but it is not feasible during the school year.

5/8/2015 11:41 AM

236 I would attend in the summer, particularly if a stipend was offered. I would not attend after school hours norweekends.

5/8/2015 11:36 AM

237 being paid to attend and free materials 5/8/2015 11:25 AM

238 Learning new things. I am certified until 2020. I will retire before then, so new things and things that interest meare important.

5/8/2015 11:24 AM

239 relevant, and not a waste of time pay if not during school hours 5/8/2015 11:19 AM

240 Stipend Time/location 5/8/2015 11:18 AM

241 Location, Stipend if out side of normal work hours, subject 5/8/2015 11:13 AM

242 Learning something new. One of the questions on the previous screen asks if we would like to learn somethingnew or a topic that interests us. It is my understanding we are NOT allowed to attend a class just for interest itmust pertain to our present job. We should be able to attend a class especially if it might pertain to a futureposition not just present position.

5/8/2015 11:10 AM

243 During the summer, more writing workshops for elementary. 5/8/2015 10:55 AM

244 Relevant information - especially about curriculum 5/8/2015 10:53 AM

245 The course must pertain to my teaching assignment and teaching materials should be provided. 5/8/2015 10:47 AM

246 Relevance to my subject, strategies for improving comprehension and proficiency 5/8/2015 10:45 AM

247 location and duration of workshop presented. 5/8/2015 10:43 AM

248 Time offered, applicability of material to be taught 5/8/2015 10:35 AM

249 Stipend, actually used in classes I teach, classes that are aimed at our student population 5/8/2015 10:33 AM

250 LOCATION! 1hr+ drive to east side of county for training is harsh. 5/8/2015 10:31 AM

251 Usefulness and being able to apply new knowledge at work 5/8/2015 10:24 AM

252 anything with network switching/routing/security 5/8/2015 10:22 AM

253 Stipend, Great presenters, Good Topics, Useful outcomes 5/8/2015 10:21 AM

254 Stipend, close to home/school, short time of inservice. 5/8/2015 10:20 AM

255 tangible materials that I can implement in the classroom 5/8/2015 10:11 AM

256 If I thought the course would help me teach more effectively, I would take it. 5/8/2015 10:05 AM

257 One off seminars (like Saturday sessions) are much easier to take than 60 hour courses. 5/8/2015 10:02 AM

21 / 74


258 If is in my area, or related areas. Everything that is interesting for me, anything that help me grow to help mystudents in the classroom.

5/8/2015 10:00 AM

259 Topics for clerical positions 5/8/2015 10:00 AM

260 Usefulness, Stipend, Convenience of Location 5/8/2015 9:59 AM

261 #1 subject matter 5/8/2015 9:55 AM

262 Trainings and reviews of other areas for our Department. 5/8/2015 9:50 AM

263 my brain is barely functioning 5/8/2015 9:50 AM

264 Subject matters that relate to my job responsibilities. 5/8/2015 9:44 AM

265 Inservice points 5/8/2015 9:44 AM

266 Stipends 5/8/2015 9:43 AM

267 Employee or Student Relations Work Ethics Teamworking 5/8/2015 9:42 AM

268 the material should be applicable to my specific subject area with examples/questions for my content. it feels likea waste of precious time when it is not centered on my content.

5/8/2015 9:42 AM

269 location, time of training 5/8/2015 9:38 AM

270 the subject relating to my job 5/8/2015 9:37 AM

271 It would be nice to have more training available for PSS in order to attend, receive points in order to increaselevels. I have been working for a long period of time and unable to upgrade because no more training available. Idon't think it's fair.

5/8/2015 9:35 AM

272 Subject matter Importance of training to job function 5/8/2015 9:11 AM

22 / 74


Q11 In this next section, indicate thelikeliness for you to show up to an inservice

activity or workshop during the followingtime periods based on your normal work

week schedule.Answered: 392 Skipped: 33

Monday Morning

MondayAfternoon

Monday Evening(after 4:00 pm)

Tuesday Morning

23 / 74


TuesdayAfternoon

TuesdayEvening (aft...

WednesdayMorning

WednesdayAfernoon

WednesdayEvening (aft...

Thursday

24 / 74


ThursdayMorning

ThursdayAfternoon

ThursdayEvening (aft...

Friday Morning

FridayAfternoon

Friday Evening(after 4:00 pm)

25 / 74


27.12%99

23.56%86

36.71%134

13.42%49

365

29.48%107

30.85%112

28.37%103

12.12%44

363

27.27%102

35.29%132

36.36%136

1.87%7

374

33.98%122

23.12%83

30.08%108

13.65%49

359

32.32%117

32.04%116

23.48%85

12.71%46

362

28.80%106

34.24%126

35.60%131

2.17%8

368

35.56%128

23.06%83

28.33%102

13.61%49

360

35.99%131

31.32%114

23.08%84

10.71%39

364

29.97%110

32.70%120

35.97%132

2.18%8

367

Very Likely Somewhat Likely Not Likely Not Permitted by Supervisor

SaturdayMorning

SaturdayAfternoon

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Very Likely Somewhat Likely Not Likely Not Permitted by Supervisor Total Respondents

Monday Morning

Monday Afternoon

Monday Evening (after 4:00 pm)

Tuesday Morning

Tuesday Afternoon

Tuesday Evening (after 4:00 pm)

Wednesday Morning

Wednesday Afernoon

Wednesday Evening (after 4:00 pm)

26 / 74


35.57%127

22.69%81

28.85%103

13.45%48

357

33.89%121

29.97%107

24.93%89

12.04%43

357

30.14%110

34.52%126

34.25%125

1.64%6

365

35.26%128

22.59%82

29.75%108

12.95%47

363

30.53%109

26.89%96

30.81%110

12.61%45

357

16.94%61

17.78%64

61.67%222

4.17%15

360

23.29%85

30.14%110

43.56%159

3.84%14

365

15.25%54

21.75%77

59.04%209

4.24%15

354

Thursday Morning

Thursday Afternoon

Thursday Evening (after 4:00 pm)

Friday Morning

Friday Afternoon

Friday Evening (after 4:00 pm)

Saturday Morning

Saturday Afternoon

27 / 74


5.64% 22

27.18% 106

35.13% 137

33.59% 131

Q12 How many inservice activities have youattended during the current school year?



0

1-3

4-6

7+

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


0

1-3

4-6

7+

28 / 74


34.28% 133

47.68% 185

14.69% 57

3.87% 15

Q13 How many of those inservice activitieswere planned and held at your

school/worksite?Answered: 388 Skipped: 37


0

1-3

4-6

7+

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


0

1-3

4-6

7+

29 / 74


9.33% 36

52.59% 203

28.24% 109

9.84% 38

Q14 How many of those inservice activitieswere planned and held by the District?



0

1-3

4-6

7+

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


0

1-3

4-6

7+

30 / 74


88.60% 342

4.15% 16

8.03% 31

Q15 In the inservice activities you attendedthis school year, did you receive

information/training that you would be ableto use on the job/ with your students?



Yes

No

N/A

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Yes

No

N/A

31 / 74


37.40% 144

38.44% 148

16.36% 63

1.30% 5

7.27% 28

Q16 If yes, how many of the inserviceactivities were helpful?



All of them

Most of them

Some of them

None of them

N/A

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


All of them

Most of them

Some of them

None of them

N/A

32 / 74


90.58% 346

3.66% 14

6.54% 25

Q17 If you have received helpfulinformation from one of the

inservices/workshops, have you actuallyused the information and training provided?



Yes

No

N/A

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Yes

No

N/A

33 / 74


7.75% 29

10.43% 39

11.76% 44

12.83% 48

67.38% 252

Q18 If you did not receive helpfulinformation or training, what was it that

made it not helpful?Answered: 374 Skipped: 51


Lack ofinterest in ...

Informationwas not...

Explanationwas not give...

Informationprovided was...

N/A

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Lack of interest in the topic of the activity

Information was not presented in a manner that kept your attention

Explanation was not given on how to actually implement the new material

Information provided was inadequate

N/A

34 / 74


29.21% 111

21.58% 82

8.68% 33

6.84% 26

54.74% 208

Q19 If you received helpful/usefulinformation from your inservice activity, but

have yet to implement it, which responsebest explains why?



Lack of Time

Lack ofMaterials/Re...

Lack ofContinued...

Lack ofConfidence,...

N/A

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Lack of Time

Lack of Materials/Resources (e.g. Computer, software, tools, etc.)

Lack of Continued Support from the District

Lack of Confidence, Expertise, or Knowledge

N/A

35 / 74


79.27% 306

15.80% 61

42.49% 164

15.03% 58

7.51% 29

11.66% 45

4.40% 17

3.11% 12

Q20 Why did you attend the trainingsession(s) that you did this year?




1 trying to obtain 10 points 6/24/2015 5:07 PM

2 Interested in content 6/11/2015 12:22 PM

3 Principal had all go, gang inservice 6/4/2015 8:28 AM

4 Professional Learning Community 6/3/2015 1:56 PM

5 CPI Training Renewal 6/3/2015 12:06 PM

ProfessionalGrowth/Conte...

CertificateRenewal

Required toAttend

InserviceSupplement

Completing anEndorsement...

For Fun

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Professional Growth/Content Update

Certificate Renewal

Required to Attend

Inservice Supplement

Completing an Endorsement Program

For Fun

N/A


36 / 74


6 I work mostly with other associates and contractors. Being able to deal with personalities in a professional nonconfrontational is very important to me.

6/3/2015 11:44 AM

7 have not been to any yet 5/28/2015 7:57 AM

8 Fluency of teaching skills 5/20/2015 1:56 PM

9 Only attended those at our school. Was not allowed during work hours. This has now changed, I have taken oneand another on the 27th during work hours. Nice. Also attending 2 more days, when school is out.

5/19/2015 10:37 AM

10 Update teachers/staff as a Resource Specialist 5/18/2015 1:09 PM

11 interest in learning how to do and use what was being taught 5/15/2015 12:22 PM

12 College Courses 5/14/2015 7:50 AM

37 / 74


40.69% 153

9.84% 37

17.02% 64

12.23% 46

6.38% 24

5.32% 20

0.53% 2

4.52% 17

39.36% 148

9.84% 37

Q21 If you were not able to attend a trainingsession, what kept you from going?



Session washeld at an...

Could not getthe desired...

Inconvenientlocation

Child care/Family issues

Had to workanother job

Supervisorwould not al...

Forgot to go

Medicalemergency/...

N/A


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Session was held at an inconvenient time

Could not get the desired session

Inconvenient location

Child care/ Family issues

Had to work another job

Supervisor would not allow you to leave

Forgot to go

Medical emergency/ Illness

N/A


38 / 74



1 not much pertained to field (mainly geared toward teachers) 6/24/2015 5:07 PM

2 short handed. at work. couldn't leave. 6/17/2015 10:41 AM

3 always filled up too quickly 6/16/2015 1:41 PM

4 Conflicts with other training activities 6/11/2015 12:22 PM

5 Didn't know it was available 6/4/2015 12:47 PM

6 COnflict with other inservice and or full workshop 6/4/2015 11:42 AM

7 didn't know about it 6/3/2015 9:36 PM

8 Session full; non moodle 6/3/2015 2:54 PM

9 unexpected meeting came up 6/3/2015 12:16 PM

10 one on one to ESE student 6/3/2015 12:06 PM

11 4pm start time, not able to make from Poinciana 6/3/2015 11:44 AM

12 my other job schedule 5/28/2015 7:57 AM

13 didn't want to take off from our class 5/26/2015 6:57 PM

14 I was substitute find it easier to go now as a teacher. 5/20/2015 10:51 PM

15 another school activity at the same time 5/20/2015 1:17 PM

16 short staffed had to cover front desk as well as health room 5/20/2015 9:46 AM

17 Filled before I saw it. 5/19/2015 10:37 AM

18 On-site reponsibilities 5/19/2015 10:15 AM

19 Adequate coverage at work while away 5/19/2015 10:12 AM

20 I was on short term disability for 6 month 5/18/2015 9:43 AM

21 I would like more workshops for guidance clerks. 5/15/2015 9:09 AM

22 too much work on my desk 5/15/2015 7:45 AM

23 no car 5/14/2015 6:41 AM

24 It was on more than one day, some of the days were inconvenient, but not all. 5/13/2015 2:11 PM

25 location 5/13/2015 1:19 PM

26 Location changed and was far from my school 5/13/2015 12:49 PM

27 Had to remain at work due to manpower 5/13/2015 12:40 PM

28 Heard about workshop the last minute or after it. 5/13/2015 12:31 PM

29 caregiver of parents 5/11/2015 3:55 PM

30 medically needy students had to be cared for 5/11/2015 8:35 AM

31 Session was full. 5/8/2015 7:00 PM

32 Very limited to time away from job site. 5/8/2015 2:17 PM

33 only available online 5/8/2015 1:32 PM

34 Work late for Supper Program 5/8/2015 12:03 PM

35 not pertaining to present job 5/8/2015 11:12 AM

36 subjects not available that relate to my job 5/8/2015 9:48 AM

37 Nothing offered pertaining to my job 5/8/2015 9:44 AM

39 / 74


2.11% 8

13.72% 52

48.55% 184

30.87% 117

4.75% 18

Q22 How would you rate your technologyskills? (select one)


Total 379

Novice

Beginner

Intermediate

Advanced

Expert

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Novice

Beginner

Intermediate

Advanced

Expert

40 / 74


Q23 Indicate your comfort level with each ofthe following technology equipment and

programs available in the District.Answered: 377 Skipped: 48

SMART Boards

SMART Notebook

SMART Response

SMART Recorder

SMART VideoPlayer

41 / 74


Player

ELMO DocumentCamera

ImageMateSoftware

iPADS

iMovie

AudioEnhancement

42 / 74


First Classe-mail

Microsoft Word2013

MicrosoftExcel 2013

MicrosoftAccess 2013

MicrosoftPowerpoint 2013

43 / 74


MicrosoftOneNote 2013

MicrosoftPublisher 2013

BrittanicaSchool

DiscoveryEducation...


44 / 74



Edmodo

Moodle

QR Codes

Safari MontageLive video...

45 / 74


2.70%10

39.08%145

21.02%78

37.20%138

371

11.96%44

39.95%147

24.46%90

23.64%87

368

15.79%57

44.88%162

27.15%98

12.19%44

361

23.61%85

45.00%162

27.22%98

4.17%15

360

22.56%81

45.40%163

27.02%97

5.01%18

359

9.97%36

27.98%101

20.50%74

41.55%150

361

43.33%156

28.61%103

16.67%60

11.39%41

360

I have no idea what this is I'd like to learn more about this

I know about it, but don't plan to use I use this all the time

TeachingBooks.net

FlippedClassroom

Bring Your OwnDevice

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

I have no idea whatthis is

I'd like to learn moreabout this

I know about it, but don'tplan to use

I use this all thetime

Total

SMART Boards

SMART Notebook

SMART Response

SMART Recorder

SMART Video Player

ELMO Document Camera

ImageMate Software

46 / 74


6.06%22

44.63%162

26.45%96

22.87%83

363

23.58%83

43.75%154

26.42%93

6.25%22

352

26.48%94

35.77%127

22.25%79

15.49%55

355

1.38%5

11.29%41

1.93%7

85.40%310

363

2.21%8

20.99%76

1.66%6

75.14%272

362

2.79%10

32.59%117

5.01%18

59.61%214

359

13.96%49

45.01%158

18.23%64

22.79%80

351

3.06%11

30.36%109

11.14%40

55.43%199

359

16.34%58

50.42%179

16.90%60

16.34%58

355

11.27%40

41.69%148

19.44%69

27.61%98

355

29.63%104

35.04%123

23.93%84

11.40%40

351

22.25%79

29.86%106

21.69%77

26.20%93

355

27.16%91

21.19%71

32.84%110

18.81%63

335

29.61%98

20.24%67

40.18%133

9.97%33

331

22.77%79

36.02%125

26.80%93

14.41%50

347

9.69%34

36.75%129

31.05%109

22.51%79

351

35.55%123

31.21%108

25.72%89

7.51%26

346

26.57%93

38.86%136

24.00%84

10.57%37

350

40.87%141

35.94%124

17.10%59

6.09%21

345

38.51%134

33.05%115

22.99%80

5.46%19

348

11.37%39

39.36%135

29.15%100

20.12%69

343

iPADS

iMovie

Audio Enhancement

First Class e-mail

Microsoft Word 2013

Microsoft Excel 2013

Microsoft Access 2013

Microsoft Powerpoint 2013

Microsoft OneNote 2013

Microsoft Publisher 2013

Brittanica School

Discovery Education Streaming

Discovery Education Science -Elementary

Discovery Education Science -Middle School

Edmodo

Moodle

QR Codes

Safari Montage Live videoconferencing

TeachingBooks.net

Flipped Classroom

Bring Your Own Device

47 / 74


79.36% 296

20.91% 78

Q24 Have you used any of the onlinetraining courses?



Yes

No

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Yes

No

48 / 74


47.45% 177

6.70% 25

29.22% 109

17.69% 66

Q25 If you used an online training course,do you feel that the online training helped

you to professionally develop?Answered: 373 Skipped: 52


Yes

No

Only a littlebit

N/A

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Yes

No

Only a little bit

N/A

49 / 74


21.05% 76

26.04% 94

7.48% 27

1.66% 6

44.32% 160

Q26 If you did not use an online trainingcourse, how likely would you be to use an

online training program in the future?Answered: 361 Skipped: 64


Very Likely

Likely

Not Very Likely

Very Unlikely

N/A

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Very Likely

Likely

Not Very Likely

Very Unlikely

N/A

50 / 74


97.04% 360

4.04% 15

Q27 Do you have regular access to acomputer at work?



Yes

No

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Yes

No

51 / 74


92.02% 346

8.51% 32

Q28 Do you have regular access to acomputer at home?



Yes

No

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Yes

No

52 / 74


89.73% 332

3.24% 12

7.03% 26

Q29 If you do have access to a computer athome, do you have access to the internet?



Yes

No

N/A

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Yes

No

N/A

53 / 74


68.27% 256

31.73% 119

Q30 Do you own or have access to anebook reader (IPAD, Kindle, Nook , etc.)?


Total 375

Yes

No

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Yes

No

54 / 74


52.93% 199

18.09% 68

28.99% 109

Q31 If Yes, would you like to receive futurebooks from Professional Development

courses as an ebook?Answered: 376 Skipped: 49

Total 376

Yes

No

I don't havean ebook reader

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Yes

No

I don't have an ebook reader

55 / 74


Q32 Describe how students improved as aresult of your professional learning and its

application in your classroom (Pleaseanswer if this question applies to you).


# Responses Date

1 We had a johnny apple seed day using apple juice,sliced apples an the johnny apple seed book the studentsenjoy reading the book and eating the apples and having a fun fill afternoon

7/6/2015 2:48 PM

2 They learned new ways to apply technology in their curriculum. 7/6/2015 12:27 PM

3 New teaching strategies were implemented in the classroom 7/4/2015 7:18 AM

4 Math Solutions training allowed us to go into the classroom and watch a lesson with the students which helpedme a great deal. The students grew due to the activities and questions that was taught.

6/22/2015 4:30 PM

5 I felt like I was able to become a better teacher especially using proven effective strategies to teach my students.Curriculum workshops, close reading, core connections, etc. All of these helped me to prepare my students toexcel in the classroom as well as on standardized testing.

6/21/2015 7:20 PM

6 Use of technology for developing 21st century skills 6/11/2015 12:28 PM

7 New techniques help me maintain a better ambience between the kids and coworkers. 6/10/2015 8:31 AM

8 N/A 6/10/2015 7:41 AM

9 It was great 6/9/2015 5:18 PM

10 N/A 6/8/2015 11:00 AM

11 The trainings I attend are to improve teacher skills, which then improve student achievement. 6/8/2015 7:48 AM

12 Math solutions helped deepen student number sense. 6/6/2015 9:44 PM

13 As I can understand what the student needs to succeed, I will as Well 6/4/2015 1:10 PM

14 I gained access to great new strategies that got students involved and excited about learning. Staying updatedwith technology and staying on "their" level made me a better teacher as well and impacted their acceptance andmotivation.

6/4/2015 1:00 PM

15 They know what to expect in classes because the teachers are consistent across the all classes in the contentarea.

6/4/2015 12:51 PM

16 Students had a better opportunity to engage with lessons. 6/4/2015 11:48 AM

17 Students were more engaged 6/4/2015 9:24 AM

18 N/A 6/4/2015 8:32 AM

19 more engagement 6/3/2015 8:10 PM

20 My students were able to access new resources and utilize different types of technology in the classroom whichgreatly increased their engagement. It kept them on task and interested in what they were learning, which helpedincrease their overall achievement.

6/3/2015 5:18 PM

21 I do not have a classroom. 6/3/2015 3:00 PM

22 HANDS ON ACTIVITIES AND MATERIALS PROVIDED 6/3/2015 2:18 PM

23 I deal with a 17 yr old with autism. 6/3/2015 1:38 PM

24 Students are given opportunities to get current instruction methods so best practices are maintained and myteaching will stay more interesting and not boring and out of date.

6/3/2015 12:59 PM

56 / 74


25 N/A 6/3/2015 12:54 PM

26 . 6/3/2015 12:26 PM

27 Some new techniques or information sites provided me additional resources to supplement the lessons. 6/3/2015 12:01 PM

28 My students' learning improves when I have a greater command over my subject as well as provide creativeways to effectively teach. I go to in-services specifically for this purpose.

6/3/2015 11:58 AM

29 I deal with contractors that address issues of safety and ADA compliance in the Schools and facilities. When thecontractors and the construction is understood through clear and accurate communication (as taught in some ofthe classes this year)... It allows for a smoother process for the end results. A safe teaching environment for theStudents and Teachers.

6/3/2015 11:52 AM

30 Implementing better lessons. 6/3/2015 11:47 AM

31 The use of the Smartboard has enhanced the classroom and been a wonderful teaching tool. 6/3/2015 11:44 AM

32 it makes our job easier to understand; & gives us the ability to work & feel more confident. 5/26/2015 7:07 PM

33 With our new math curriculum I attended several workshops on the new program. The trainings were not deepenough nor long enough to cover what was needed. However I used the ideas shared and used others as a baseupon which to build my classroom's work.

5/26/2015 7:56 AM

34 N/A 5/25/2015 7:07 PM

35 I like the Math talks. 5/21/2015 10:35 PM

36 My classes have become more focused and more interactive. 5/21/2015 7:16 AM

37 Building lessons in Smart Board has changed my life, streamlined my lessons, and helped me teach morematerial in a shorter period of time. The kids love it!!!

5/20/2015 9:10 PM

38 All of my students has shown some sort of growth in reading and math , because of my special training. 5/20/2015 4:32 PM

39 The only trainings I attended from the district this year was FSA/testing...it allowed me to test students. The rest Ifound on my own for personal and professional development.

5/20/2015 3:26 PM

40 class avg of 2 years growth 5/20/2015 2:09 PM

41 Able to apply medical knowledge to health room 5/20/2015 9:50 AM

42 I was able to incorporate ways to teach my ESOL students as soon as I finished the last endorsement and theReading Endorsement as we got closer to the end was extremely valuable.

5/20/2015 9:45 AM

43 The interaction between student and teacher improved. 5/20/2015 8:16 AM

44 More directed learning for the students when the teacher is meeting the needs of other students. 5/19/2015 4:21 PM

45 I am the MTSS Coach and Test Coordinator. 5/19/2015 2:13 PM

46 Non classroom 5/19/2015 1:08 PM

47 They were able to use and be guided in the technology in the classroom. 5/19/2015 12:44 PM

48 I was able to learn new methods and stratagies 5/19/2015 11:29 AM

49 take better care of them 5/19/2015 11:26 AM

50 improved math skills 5/19/2015 11:06 AM

51 I am a Reading Para for Kindergarten, First and Second grades.. Getting along with my students and co-workershas never been a problem. My only out of school class so far this year, Relationships....

5/19/2015 10:46 AM

52 My Ability to Solve Network Issues has been Invaluable to the School and its Ability to Function Properly. 5/19/2015 10:40 AM

53 I use what I learned about Math Solutions in the classroom. 5/19/2015 10:14 AM

54 no noticeable change 5/19/2015 10:04 AM

55 The gifted endorsement classes are wonderful!!!! 5/19/2015 9:59 AM

57 / 74


56 PDA/ Core Connections - one of the best "long term" PD's that I feel Osceola County has ever done. Without thisgroup, Osceola County's writing/ reading scores would be very low.

5/18/2015 7:01 PM

57 Learn new resources such as PBS Learning Media, Discovery Education Board Builder, Project-Based Learningwith Britannica that I can pass on to students.

5/18/2015 1:24 PM

58 use of ideas (i.e., foldables in class created groups on STAR 5/18/2015 12:43 PM

59 tools to help me improve so this will help me teach the students such as building relationships 5/18/2015 10:54 AM

60 The inservice provided me an opportunity to collaborate with other teachers from other schools. 5/15/2015 10:51 PM

61 As an instructional coach, I have used many of the strategies to model lessons in classrooms. Teachers havesaid that they have continued to use the strategies and found them helpful. As far as student data is concerned,we'll have to wait and see ho that turns out.

5/15/2015 4:06 PM

62 Using the smart board the lesson moves faster; students love coming to the board and work questions 5/15/2015 12:36 PM

63 for future teaching after degree. 5/15/2015 8:25 AM

64 Students were able to manipulate/go back into the text and find the evidence/ with materials and to arrive at thecorrect answer and also to see where they went wrong and fix their mistakes.

5/15/2015 8:03 AM

65 Students have improved in: Math Technology use science 5/14/2015 8:35 PM

66 Learned some excellent reading strategies to use in the content area. 5/14/2015 11:51 AM

67 Writing and math skills are better. 5/14/2015 11:04 AM

68 I was able to apply some of the strategies learned in the PD and I saw some student engagement 5/14/2015 9:37 AM

69 By learning how to use the SMARTboard, I feel that I've been able to get feedback right away on online quizzes. 5/14/2015 9:09 AM

70 I work as an ESE Paraprofessional, taking ESE classes will help to do a better job with them. I'm taking ESOLclasses as well, will help me to work with our Hispanic population

5/14/2015 8:33 AM

71 I am an IMPACT teacher. I use the grade tracker to keep grades for my students 5/14/2015 8:24 AM

72 N/A 5/14/2015 8:24 AM

73 NA 5/14/2015 7:35 AM

74 i work with IND students 5/14/2015 6:46 AM

75 N/A 5/13/2015 9:30 PM

76 it work very well, we learned a lot and it is very helpful 5/13/2015 8:38 PM

77 Increased centers that targeted student needs allowed for STAR growth in Reading. 5/13/2015 8:35 PM

78 ESOL techniques and using the material from a workshop helped in a few lessons. 5/13/2015 6:49 PM

79 My students were able to better understand the topics we covered. 5/13/2015 6:15 PM

80 Thinking more 5/13/2015 5:52 PM

81 N/A 5/13/2015 5:36 PM

82 NA 5/13/2015 5:16 PM

83 Students discovered various methods of improving their vocabulary skills through my Car-PD training this year. 5/13/2015 4:44 PM

84 improved in the area of reading comprehension-used worksheets and supports from a book study. 5/13/2015 4:28 PM

85 N/A 5/13/2015 4:17 PM

86 Increase technology awareness increases student engagement. 5/13/2015 3:21 PM

87 Most 5/13/2015 2:56 PM

88 Tremendous growth shown in reading levels. 5/13/2015 2:50 PM

89 I am huge fan of Core Connections and some of the Math Solutions, I love the ideas and texts Core Connectionsprovides and I like the SMPs and other aspects of teaching math.

5/13/2015 2:44 PM

58 / 74


90 Learned a great deal about technology and its uses with students. Also learned what other schools are doing thatI can adapt to use at our school

5/13/2015 2:44 PM

91 Keeping students more engaged 5/13/2015 2:26 PM

92 They seem to pay more attention. 5/13/2015 2:25 PM

93 Being a first year teacher, everything I learn is used in the classroom in some way. Nuggets are taken from everycourse and book.

5/13/2015 2:15 PM

94 I attended Math solutions. I teach math and the activities that I learned in the trainning I implimented in theclassroom as required.

5/13/2015 2:14 PM

95 N/A 5/13/2015 2:11 PM

96 Due to my core connection training, I feel my students were prepared for the writing fsa test. 5/13/2015 2:09 PM

97 Core Connections is the most useful training I've had to date. Love the instructors and find the information veryuseful and valuable.

5/13/2015 2:08 PM

98 I was able to take different strategies and use them with my students and students improved because they wereable to collaborate more and work in groups. Especially when it comes to technology, because the students areinterested in that.

5/13/2015 1:58 PM

99 I am more confident when preparing a lesson and they benefit by the amount of resources available. 5/13/2015 1:57 PM

100 I was able to use valuable writing skills taught in different courses to assist my students in becoming moreproficient writer and curriculum alignment workshops to plan more efficiently.

5/13/2015 1:56 PM

101 PLC training with my dept. helped with implementation of the Springboard curriculum. Marzano strategies helpedengage students.

5/13/2015 1:43 PM

102 I'm not in a class room 5/13/2015 1:33 PM

103 I know how to work with children with varying exceptionalities. 5/13/2015 1:18 PM

104 I took a course (at a conference) in website development and was able to make a small website for my class 5/13/2015 1:02 PM

105 Core Connections and Math Solutions were being applied in classroom activities. 5/13/2015 12:55 PM

106 I work at front desk 5/13/2015 12:50 PM

107 More info and activities to implement, reach more students increase diversity 5/13/2015 12:43 PM

108 With additional knowledge about my subject area and new strategies to use my students are able to gain more. 5/13/2015 12:26 PM

109 NA 5/13/2015 8:56 AM

110 N/A 5/12/2015 11:57 AM

111 As we train our vocabulary increase and the communication is better. Our abilities increase and the studentslearn easier and faster so we all benefit.

5/12/2015 9:38 AM

112 Students were able to talk to each other more and gain more ideas and insight to the topics. 5/12/2015 8:55 AM

113 Anything I can learn about behavior at my school word be helpful 5/12/2015 8:27 AM

114 Not sure if this apply to my students. ESE. I work with them one on one and interpreting in Spanish 5/11/2015 4:00 PM

115 The students loved using Kahoot, but I am still unfamiliar with inserting Math problems or pictures into thisprogram. Is there a possibility of connecting Math Teachers with Technology Teachers or Tech. SupportPersonnel?

5/11/2015 3:43 PM

116 The training help me to develop efficient strategies. 5/11/2015 2:08 PM

117 More engaged 5/11/2015 11:39 AM

118 n/a 5/11/2015 10:18 AM

119 Not enough time to implement 5/11/2015 9:15 AM

120 They are offered information that will assist them in the future. 5/11/2015 8:58 AM

59 / 74


121 n/a 5/11/2015 8:55 AM

122 The students are better at using new strategies and collaborating with each other. They try new things and arenot afraid to share their thinking in different ways.

5/10/2015 9:29 PM

123 PD helps me in my job by providing me with the sills I need to assist teachers 5/10/2015 5:14 PM

124 I was able to use some of the Core Connections activities with my class. 5/10/2015 4:26 PM

125 They did not improve because the training that I attended this year was a waste of time. I had more importantthings to do, like develop a math curriculum since the Osceola County School District did not provide me withone.

5/9/2015 7:30 PM

126 Preparing activities using the smart made it so much easier for my ELL students to gets hands on activities, thuslearning to manipulate the language as they practice, answering questions etc

5/9/2015 3:35 PM

127 Better quality math instruction. 5/8/2015 7:03 PM

128 Environmental Science implemented field guide book and went outside to teach concepts. Students expanded onquestions that arise through out the lesson.

5/8/2015 3:53 PM

129 Students improved as a result of professional learning as I was better prepared after getting a betterunderstanding of the materials that I was teaching in my classroom.

5/8/2015 1:53 PM

130 Increased writing skills 5/8/2015 1:37 PM

131 Training received is implemented in class and improved as it develops in instructional activities. 5/8/2015 1:14 PM

132 The more knowledge and experience the teacher has the more the students can benefit. 5/8/2015 1:06 PM

133 I learned how to avoid a power struggle, how to build relationships, how to discipline with love. I haveimplemented all of these with much success. Students trust me, realize that I am not out to get them, and aremore respectful.

5/8/2015 1:05 PM

134 Our math STAR scores have improved substantially. 5/8/2015 12:37 PM

135 I've learned to step back and let students collaborate more and take ownership of their learning. 5/8/2015 12:24 PM

136 My AP students are fluent in the formula for how much money the banking system can create thanks to theeconomics development in the fall planned by the district.

5/8/2015 12:14 PM

137 After taking an ACT workshop I utilized practice test materials to aide the students in passing the assessment. 5/8/2015 12:11 PM

138 I know how to use a Smartboard now and the ULS curriculum 5/8/2015 11:50 AM

139 The more training I receive, the better I can prepare my students for the future. 5/8/2015 11:47 AM

140 I used it to help them prepare for the FSA. 5/8/2015 11:43 AM

141 Underline and box words when reading word problems 5/8/2015 11:24 AM

142 Students became more independent thinkers and problem solvers 5/8/2015 11:20 AM

143 n/a 5/8/2015 11:16 AM

144 I have been able to implement the new standards and prepare students for the FSA. 5/8/2015 10:58 AM

145 I have been able to implement all of what I have learned in the effective teacher series (loved it). 5/8/2015 10:54 AM

146 I was able to use the material from the course better for remediation and data collection. 5/8/2015 10:45 AM

147 n/a 5/8/2015 10:31 AM

148 Equipped me with current information and aid to help make my classes better. 5/8/2015 10:20 AM

149 Because I apply all the strategies I learned at the classroom with the students. 5/8/2015 10:13 AM

150 Improved mathematical understandings and improved preparation for FSA math and reading... 5/8/2015 10:10 AM

151 The gifted endorsement has helped my implement the use of parallel curriculum into the classroom. GOVERTICAL helped with understanding the standards and ensuring that my students meet their rigor.

5/8/2015 10:08 AM

152 I do not have student, work in Transportation 5/8/2015 9:52 AM

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153 I picked up some new rehearsal strategies that have helped my band improve. 5/8/2015 9:47 AM

154 Not a teacher 5/8/2015 9:46 AM

61 / 74


Q33 Professional Development isconstantly seeking to improve the numberand quality of services to its customers -

more than 7000 full and part timeemployees. How can we improve the quality

of the services you are receiving?Answered: 180 Skipped: 245

# Responses Date

1 Most definitely more technological workshops. 7/6/2015 6:50 PM

2 continue to keep up to consumer needs always look for new ways make it fun, people always enjoy that 7/6/2015 2:48 PM

3 offer the same course on different days to provide more opportunities to attend. 7/6/2015 12:27 PM

4 More training for Paraprofessionals on line 6/29/2015 10:56 PM

5 quality is great but would like to see more classes geared to support staff and non-instructional workers 6/24/2015 5:11 PM

6 The professional development sign-up pages are hard to navigate and find the courses I am looking for. 6/22/2015 4:30 PM

7 More hands on programs especially those that call PLCs to work together. 6/21/2015 7:20 PM

8 More after 2 pm classes. 6/17/2015 10:44 AM

9 More workshops for support staff 6/16/2015 1:45 PM

10 more on hands classes 6/15/2015 9:55 AM

11 Provide more opportunities for Saturdays during the school year for trainings on content areas Providesupplements for technology related trainings

6/11/2015 12:28 PM

12 Some of the trainings can be held at the schools, that way more participants can be presents since the staff itsalready there, preferable after school or on Wednesday.

6/10/2015 8:31 AM

13 I really enjoyed past Math and Science inservices that had actual usable ideas to go right back to the classroomand use right away. I miss those as they not only gave ideas but materials to use. Very, very helpful!

6/10/2015 8:28 AM

14 continue doing what you all are doing. Great job ! 6/9/2015 5:18 PM

15 Providing follow up training 6/8/2015 11:00 AM

16 Choose better topics. 6/8/2015 7:48 AM

17 Less k-5 classes. More grade level specific classes that give standards based ideas to use in our classes. 6/6/2015 9:44 PM

18 Since I am trying to take courses I will use in the classroom in the future when I am certified, it would beextremely helpful to have basic brush-up courses to allow the process to go smoother. I know we need teachersand realize you can help. For instance, I need assistance with Geometry. A bone-headed course on the basicswould be excellent rather than me trying to find the correct materials that meet my needs. I can learn, butresearching in order to learn has been a big barrier.

6/6/2015 6:52 AM

19 More Certifications for the Technical Professionals 6/4/2015 1:10 PM

20 Focusing on updating skills after they have been taught as well as providing new skills workshops 6/4/2015 1:00 PM

21 The trainings I have attended are extremely useful up to now. I do not know what could be improved at this time. 6/4/2015 12:51 PM

22 N/A 6/4/2015 8:32 AM

23 More workshop opportunities 6/4/2015 8:13 AM

24 Continue to offer a variety of professional development opportunities and make sure these opportunities arecommunicated to everyone.

6/3/2015 5:18 PM

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25 Provide more sessions via moodle or at my work location. RJPC 6/3/2015 3:00 PM

26 ENGAGING AND ENTHUSIASTIC PRESENTERS 6/3/2015 2:18 PM

27 Its fine as is. 6/3/2015 1:38 PM

28 Get Moodle course writers who follow protocol and can use best practices. Completing a quiz in the course and itnot recording in the gradebook. Nothing cluing you in if you have meet the requirements of the course eventhough you have completed everything.

6/3/2015 12:59 PM

29 Bring back the training course that were offered years ago that promoted quality training for the Support Staff. 6/3/2015 12:54 PM

30 I feel as if most inservices are geared towards middle and elementary school, STEM or someone from yourschool has to invite you. It leaves very little for many teachers.

6/3/2015 12:47 PM

31 get survey information posted promptly 6/3/2015 12:26 PM

32 It's tough to find "the right inservice" for my needs. With the thousands of employees, the inservice selections stillseem small in comparison or repetitive each year.

6/3/2015 12:01 PM

33 limit sizes so not intimidated to ask questions. 6/3/2015 12:00 PM

34 Offer them at more sites, vary the hours and days available-not just Tuesday and Thursday-for example. 6/3/2015 11:58 AM

35 The training needs to be on target with the actual planning and curriculum alignment that is required for teachers. 6/3/2015 11:53 AM

36 Each year that I have worked for the District I have seen less and less computer courses offered by the district.Computers are part of our daily life. Learning the latest technology and being able to apply it allows each of us topass that onto the students on a daily basis.

6/3/2015 11:52 AM

37 More optional trainings on District Initiatives. Our school is very far from the District and it is very difficult to makeanything before 5pm.

6/3/2015 11:47 AM

38 Moodle is nice but I have had some issues getting credit for some of the classes I've taken. The glitches arefrustrating.

6/3/2015 11:44 AM

39 Having in services geared toward different positions within the school district 6/2/2015 3:14 PM

40 educating us and keeping us up to date 5/28/2015 8:00 AM

41 give training after school hours. 5/26/2015 7:07 PM

42 Offer all PD's only in the summer or at worst, after hours. 5/26/2015 7:56 AM

43 More classes scheduled needed for ESE-paraprofessional. 5/25/2015 7:07 PM

44 Moodle ESOL is not useful with the current organization & materials. I have taken online classes on Beacon andit is much better content

5/21/2015 10:35 PM

45 New teacher hands on workshops; for Focus, Edmodo, Quia and White board tricks and tips 5/21/2015 7:16 AM

46 I think you are doing a great job. I do not teach at a Title 1 school so sometimes I am frustrated when classes areonly open to those schools!

5/20/2015 9:10 PM

47 Continue to have open workshops, because most of the time the teachers have to wait for special courses ortraining that they really need.

5/20/2015 4:32 PM

48 The FOCUS system is just bizarre. Requests are submitted, but sometimes never get approved and there is nofeedback on the processing or status.

5/20/2015 3:26 PM

49 access to conferences and teaching workshops 5/20/2015 2:09 PM

50 Offer continuing education hours that would apply to licensure requirements. 5/20/2015 9:50 AM

51 You are doing fine but consider drive time when you plan for classes after school. 5/20/2015 9:45 AM

52 By being cognizant of scheduling and relevance of courses. 5/20/2015 8:16 AM

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53 Para's need more classes. There are so few offered. It also seems like a few will be provided but then it is thatsame few over and over again. Food service employees and transportation employees are more classes thanparas. Plus most paras are not allowed to leave campus during the day because we pretty much tote the load atschools. Offer more classes or at least change the name and change the classes a little so we can take it again.The Paraprofessional institute is a good example, it looks like some of the topics may have changed somewhatbut I can't take it again because I took it in 2013. Paras really need to be considered more.

5/20/2015 7:15 AM

54 Continue to update equipment and software. 5/19/2015 4:21 PM

55 There are not a lot of courses for Professional Support Staff. Seems most classes are for school teachers andpersonnel.

5/19/2015 2:22 PM

56 More online or distance learning opportunities. 5/19/2015 2:13 PM

57 I think you are doing a great job. 5/19/2015 2:09 PM

58 Keeping updated as trends in technology shift. 5/19/2015 12:44 PM

59 More after hours training 5/19/2015 11:29 AM

60 Provide more Professional Certifications 5/19/2015 10:40 AM

61 Workshops that specifically apply to my content area (foreign language) 5/19/2015 10:32 AM

62 The lengthy post in-service feedback is too time consuming. 5/19/2015 10:14 AM

63 Respect our work time and make trainings available during school hours/provide substitutes 5/19/2015 10:04 AM

64 It would be great to offer more classes in the afternoons...after working hours 5/19/2015 9:59 AM

65 Need workshops for clerical/office staff. Rarely anything out there for us. 5/19/2015 9:53 AM

66 Too much "mandatory" training - ie. Math Solutions. Why am I having to learn Kdg material if I teach Intermediatelevel and vice-versa? A lot of material that I will never use. Trainers were not very good and activities were notapplicable.

5/18/2015 7:01 PM

67 Use SAFARI Montage Live for professional development for schools far away from Bill Beck Blvd. 5/18/2015 1:24 PM

68 more online classes 5/18/2015 12:43 PM

69 more trainings 5/18/2015 10:54 AM

70 YOU ARE ALREADY DOING A GOOD JOB 5/18/2015 10:00 AM

71 I do not like the new system in focus. It is too hard to find courses. 5/15/2015 10:51 PM

72 Keep the hours earlier. Getting out of a workshop at 8:00 is difficult when we have families at home. 5/15/2015 4:06 PM

73 continue asking for and applying the suggestions offered by us! 5/15/2015 12:36 PM

74 I don't have any complaints. 5/15/2015 9:41 AM

75 Paraprofessional need more training to futher encourage to be more of a better or more qualified. 5/15/2015 8:25 AM

76 Presenters must be more prepared. 5/15/2015 8:03 AM

77 more useful training for clerical staff 5/15/2015 7:57 AM

78 Teachers who teach ESOL classes be more knowledgeable 5/14/2015 8:35 PM

79 Improve Moodle courses - boring! 5/14/2015 2:34 PM

80 I hate getting to know you and team building activities. I am there to learn content I can use in class. 5/14/2015 11:51 AM

81 Provide trainings at appropriate times. Earlier in the year/ paid summer opportunities are the best time to teachus new strategies to use to enhance student ability on the new FSA, not 2 weeks before the test.

5/14/2015 11:43 AM

82 Small groups, more focused, follow-up 5/14/2015 9:37 AM

83 N/A 5/14/2015 9:09 AM

84 It can be improve by giving the workshop close to the school I work or at the worksite. 5/14/2015 8:36 AM

85 I liked the inservice on rigor, but since I do IMPACT I am not making my own tests, or lessons 5/14/2015 8:24 AM

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86 I need more science in service/PD opportunities. 5/14/2015 8:24 AM

87 more inservices for paraprofessionals at times when we could attend outside school hours or online. 5/14/2015 8:19 AM

88 Provide more training relevant to PSS. 5/14/2015 7:35 AM

89 giving it to all employees 5/14/2015 6:46 AM

90 More worshops to custodian...they very litlle and are so many things to learn we are dealing with health andsanitaizing and to take care of ourself handking the chemicals

5/13/2015 9:30 PM

91 better times to do it, not to late during the week or Create workshops that we can go on an early day which isWednesday.

5/13/2015 8:38 PM

92 Ensure relevance to attendees and ensure that when teachers are required to attend workshops in a series thatthey are not repetitive.

5/13/2015 8:35 PM

93 online availability 5/13/2015 6:49 PM

94 Facilitators need to be able to adequately speak to the topic they are presenting, in a lively interactive way. 5/13/2015 6:15 PM

95 Make it actually relevant and not about reading strategies 5/13/2015 5:59 PM

96 More course about ESE student. 5/13/2015 5:36 PM

97 How much training do teachers with 20 years of experience need? Technology is changing and valuable. Moremath is not necessary!

5/13/2015 5:30 PM

98 Professional Development continues to offer a variety of in-services, when one applies to me or interests me, Ican usually attend

5/13/2015 5:16 PM

99 make them practical,& creative ways of presenting the curriculum to students. The last workshop presented forCivics is an example.

5/13/2015 4:44 PM

100 na 5/13/2015 4:28 PM

101 More special education related workshops. 5/13/2015 3:32 PM

102 Having the facility (formerly ALCO/Cornerstone) is an improvement! Workshops that are more of a round tablediscussion instead of lecture would be an improvement.

5/13/2015 3:21 PM

103 Offer more stipends. Most of us have childcare costs 5/13/2015 2:56 PM

104 Continue providing the kind of professional dev. that is offer and keep up with trends in the state and nation. 5/13/2015 2:50 PM

105 Some of the presenters need to remember that most of us do not learn through lecture. 5/13/2015 2:44 PM

106 MORE TECH IN TRAININGS 5/13/2015 2:26 PM

107 I have no complaints 5/13/2015 2:25 PM

108 Have all ESOL classes on line or at least close to my home. 5/13/2015 2:20 PM

109 Tailor them to specific need areas. Dealing with a specific culture or how to deal with unwilling learners. 5/13/2015 2:15 PM

110 The user friendliness of the Truenorthlogic system is a problem. You can not see who is offeiring the class tocontact them if you need to ask a question and there is no place to "unregister" yourself from an inservice. Also inthe more information area it shouold be stated clearly if a stipend is offered or not. This system is morecomplicated than it needs to be.

5/13/2015 2:14 PM

111 You have to provide training in the further areas of the district. Teachers from Westside and Celebration get outlate and are too far from everything else.

5/13/2015 2:09 PM

112 Send workshops to school sites. 5/13/2015 2:08 PM

113 More trainings offered in the summer and offered with stipends. It isn't great that we need money to come butideally it's what keeps people coming and if we are helped then it helps in the classroom.

5/13/2015 1:58 PM

114 I would love to see more of a "collaboration" with even other counties involved. Aren't we pretty much teachingthe same thing?

5/13/2015 1:57 PM

115 They shouldn't be so rushed. 5/13/2015 1:43 PM

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116 receiving training 5/13/2015 1:33 PM

117 More availability of highly demand class so that wait lists are eliminated 5/13/2015 1:27 PM

118 Offer more online courses. 5/13/2015 1:18 PM

119 More tech classes More classes that can be used for recertification 5/13/2015 1:02 PM

120 The quality is excellent at this time! 5/13/2015 12:55 PM

121 have trainings after hours and on weekends. 5/13/2015 12:50 PM

122 It is easier for me to take classes on Moodle then to go to workshops. I am more likely to take classes that areheld in St Cloud.

5/13/2015 12:38 PM

123 Offer more trainings in the summer when we can come. 5/13/2015 12:26 PM

124 NA 5/13/2015 8:56 AM

125 N/A 5/12/2015 11:57 AM

126 Keep doing your great job. 5/12/2015 11:55 AM

127 ? 5/12/2015 9:38 AM

128 No Saturday classes and offer more classes closer to the Poinciana area. 5/12/2015 8:55 AM

129 I would love to see the district help there para's with training to help those who are trying to become teachers. 5/12/2015 8:27 AM

130 Workshops closer to work. 5/11/2015 4:00 PM

131 Create a survey monkey to see what "topics" make good in-services and be specific (like the previous page justasked). Or...send out a paper survey/questionnaire to all department chairs to discuss at a dept. meeting.

5/11/2015 3:43 PM

132 Have the same training year around. 5/11/2015 2:08 PM

133 I like that the surveys are now online. 5/11/2015 2:06 PM

134 Provide more inservices that better address the issues employees are having 5/11/2015 11:39 AM

135 More training later in the day 5/11/2015 10:18 AM

136 Build in PAID days for training. Not having childcare afterschool prohibits me from attending. I can not afford tohire a babysitter on a teacher's salary.

5/11/2015 9:15 AM

137 By offering new topics from time to time. 5/11/2015 8:58 AM

138 I am a nurse at an elementary school, as a nurse we are required to have 24 CEU credit. It would be awesome ifyou all offered more nursing courses on line.

5/11/2015 8:55 AM

139 Adding a variety of workshops and giving the teachers the flexibility to decide which ones are best for them togrow professionally and to help the students learn and grow.

5/10/2015 9:29 PM

140 The traffic in and out of Poinciana makes it very challenging attening PD for teachers having to drop their child toschool and then get to PD ontime at PDLC or REJE. Likewise, admin PD mid day is challenging having to leavework to travel 45 minutes to these sites. More PD in the Poinciana area is needed.

5/10/2015 6:02 PM

141 Make more trainings available online, such as the gifted endorsement. 5/10/2015 4:26 PM

142 Go out of business because as a customer, I think your training sucks. 5/9/2015 7:30 PM

143 Please make it interactive, hand on, real life, practice, practice, keep us engage 5/9/2015 3:35 PM

144 Make the sections a little larger so more people can attend. 5/8/2015 7:03 PM

145 Stop asking us to do surveys. 5/8/2015 3:47 PM

146 The My PCG website if NOT user friendly. I hear more complains from other teachers and support staff on howdifficult it is to maneuver around on the website. The old system was much easier!!!

5/8/2015 2:51 PM

147 Relevant information to Technology 5/8/2015 1:43 PM

148 offer more face to face classes instead of or in adition to online ones 5/8/2015 1:37 PM

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149 More online training should be offered as time is very limited. 5/8/2015 1:14 PM

150 Continue offering classes to better the professional support staff so they can grow their in-service records. 5/8/2015 1:08 PM

151 Easy access to the new courses. 5/8/2015 1:06 PM

152 We NEED to learn more about FOCUS. We NEED the details of getting the "reports" to run with the informationour teachers require. We NEED all the details.

5/8/2015 12:45 PM

153 Provide training that is suited for the intended job; not just a general population 5/8/2015 12:38 PM

154 FOCUS training was so poorly done that it is a shame more (multiple sessions-not the introduction session)opportunities were not offered that were useful and helpful.

5/8/2015 12:38 PM

155 Provide more training to Professional Support Staff employees. 5/8/2015 12:37 PM

156 For VE teachers, offer courses that will show what specifically, if implemented in the classroom would help thispopulation improve their skills (Marzano techniques, etc.) ... don't just offer the same old How to write an IEPstuff.

5/8/2015 12:37 PM

157 Provide workshops in the evening and weekends. I don't like to be out and have a sub for my students. 5/8/2015 12:24 PM

158 Link directions and addresses to facilities where training is listed to occur. The online "My Professional Growth"system for PD is hard to use. It is hard to find classes and it is hard to manage classes that are requested foroutside the district.

5/8/2015 12:14 PM

159 Pay for inservice. 5/8/2015 12:11 PM

160 Make them relevant to ASD!!!! 5/8/2015 11:50 AM

161 Some of them seem rushed. Give more time for people to ask questions. 5/8/2015 11:43 AM

162 n/a 5/8/2015 11:24 AM

163 We need more secondary math workshops that are relevant. 5/8/2015 11:24 AM

164 More On Line offerings 5/8/2015 11:20 AM

165 I wish to learn more about TERMS, payroll, bookkeeping 5/8/2015 11:16 AM

166 Focus on curriculum changes for teachers. 5/8/2015 10:58 AM

167 keep asking 5/8/2015 10:45 AM

168 Have leveled workshops to avoid repetition 5/8/2015 10:45 AM

169 n/a 5/8/2015 10:31 AM

170 It would be nice if there was a description of what you can take away from the training. Sometimes the titles aremisleading and you think you are going to walk away with something and it's completely different. Also, knowingwho else is signed up for a training could help see if people with similar classes/students are signed up and mightmake me sign up

5/8/2015 10:27 AM

171 More relevant workshops to offer with in our PLC days in our building. 5/8/2015 10:20 AM

172 I think that having in mind the recommendations you collected from the surveys. 5/8/2015 10:13 AM

173 N/A 5/8/2015 10:10 AM

174 Specified times for professional development. Mandatory professional development in some areas (though Isuppose you'd have to pay people to attend those). It's a shame when we have development for things like techin the classroom, but no one attends and then they don't know how to use it.

5/8/2015 10:08 AM

175 By providing more professional development opportunities for Support Staff and not just workshops mainly forteachers.

5/8/2015 9:55 AM

176 Provide more in-service related to my job. I interact with employees and applicants in Human Resources andwould love to see more offerings regarding customer service.

5/8/2015 9:54 AM

177 Probably developing training sessions at the employee's facility. 5/8/2015 9:52 AM

178 Trainings need to be delivered in a timely manner. Ex., I took a writing training later in the year when I reallyneeded it at the very beginning of the year.

5/8/2015 9:49 AM

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179 Getting more on line courses, 5/8/2015 9:46 AM

180 Just keep providing the awesome service that you do now! Thanks for the ongoing commitment to improve yourservices.

5/8/2015 9:17 AM

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Q34 Please list any workshop topics thatyou would like to see offered in the future.


# Responses Date

1 The district used to have Professional Development for Computer training. I would love to see that type ofProfessional Training again.

7/6/2015 6:50 PM

2 test tasting the food for the students and also inviting them to test taste also that really worked well 7/6/2015 2:48 PM

3 advanced technology courses 7/6/2015 12:27 PM

4 *Differentiated learning in the elementary classroom *Ability Grouping *High ability student learning *OneNote*LaVonna Roth

7/4/2015 7:18 AM

5 Ese 6/27/2015 9:55 AM

6 Classroom Management 6/22/2015 4:30 PM

7 Mariano for Arts teachers 6/22/2015 4:15 PM

8 BYOD in the classroom. Behavior management. Building productive two-way relationships between districtadministrators and instructional personnel.

6/21/2015 7:20 PM

9 ELA Workshops, Reading 6/18/2015 8:39 PM

10 Computer skills 6/17/2015 10:44 AM

11 all the Microsoft and technology classes. All support staff customer service workshops. 6/16/2015 1:45 PM

12 Daily 5/Café Kagan Structures Understanding by Design Phonics Primary Writing Instruction 6/11/2015 12:28 PM

13 CPR training should be more continuous 6/10/2015 8:31 AM

14 Basic computer skills for those people like me that never got any training ever. 6/10/2015 8:28 AM

15 Excel and Access 6/10/2015 7:41 AM

16 So far you guys have covered the ones I thought of. 6/9/2015 5:18 PM

17 N/a 6/8/2015 11:00 AM

18 classroom behavior mgt. 6/8/2015 9:40 AM

19 Integrating Informational Texts, Writing across ALL curriculum areas, Questioning Sequences in the Classroom,Teaching Argumentation, More Vocabulary lessons.

6/8/2015 7:48 AM

20 Guided reading, math interactive notebooks, MATH, MATH MATH standards based instruction, close reading,using exemplars, SS,

6/6/2015 9:44 PM

21 Geometry. General Knowledge assistance for the test from a teacher who has the correct answer to every mathquestion covered and which covers all other areas of the General Knowledge exam.

6/6/2015 6:52 AM

22 CCNA Certification 6/4/2015 1:10 PM

23 Anything to do with student motivation, technology, and student achievement. 6/4/2015 1:00 PM

24 Using manipulatives in the classroom Using stations in the classroom 6/4/2015 12:51 PM

25 Robotics, STEM and Technology and resources. 6/4/2015 11:48 AM

26 medical and first aid 6/4/2015 9:24 AM

27 Anything for Nurses 6/4/2015 8:32 AM

28 Professional Dress - What is it? 6/4/2015 8:13 AM

69 / 74


29 -Advanced level Office 365 in the classroom (+student use) -STEM programs and resources -Common CoreELA/Math support -Theme-based instruction -Project Based Learning resources

6/3/2015 5:18 PM

30 I would like technology workshops for support staff 6/3/2015 5:18 PM

31 MATH CENTERS SOCRATIC SEMINAR LITERACY CIRCLES 6/3/2015 2:18 PM

32 N/A 6/3/2015 1:38 PM

33 Administrative Assistant Trainings, Etiquette Trainings and General Office Trainings 6/3/2015 12:54 PM

34 . 6/3/2015 12:26 PM

35 Business writing, grammar, punctuation, etc. 6/3/2015 12:21 PM

36 EOY preparations 6/3/2015 12:01 PM

37 Microsoft word office protocol 6/3/2015 12:00 PM

38 The new grade book, eval system and MY PCG, Also, more teacher determined, teacher specific topics. 6/3/2015 11:58 AM

39 Sheltered Instruction 6/3/2015 11:53 AM

40 Excel, Work, Power Point, Publisher. Access. 6/3/2015 11:52 AM

41 Reading endorsement classes #3-#5. I NEED them to finish it. 6/3/2015 11:51 AM

42 AVID/Kagan Strategies. Just more focused use of time. 6/3/2015 11:47 AM

43 FOCUS and all of the new PD site that we currently use. 6/3/2015 11:44 AM

44 More ESE specific topics more towards Ind Severe 6/2/2015 3:14 PM

45 More training on FOCUS 5/29/2015 9:33 PM

46 signing, 5/28/2015 8:11 PM

47 Sign language. Speech. ABA Method. PICS. Anything for ESE/ASD. 5/26/2015 7:07 PM

48 FOCUS IPDP any mathematics you can drum up.... 5/26/2015 7:56 AM

49 ABA method relation. Sign language PICs 5/25/2015 7:07 PM

50 Workshops on teaching kids to be better readers 5/21/2015 10:35 PM

51 Moodle for dummies 5/21/2015 7:16 AM

52 Advanced Smart Board and response audacity and apps trainings 5/20/2015 9:10 PM

53 More classes for the Gifted, and Reading Endorsement Workshops. I always have to get on a waiting list. 5/20/2015 4:32 PM

54 Industry certification training...Microsoft, OSHA lab safety, app development, Adobe, Moodle, etc. 5/20/2015 3:26 PM

55 ABA, Precision Teaching, IEP goal writing, Verbal Behavior and Verbal Operants 5/20/2015 2:09 PM

56 smartboard 5/20/2015 1:25 PM

57 ALL STAFF REQUIRED to be trained in CPR AND FIRST AID. 5/20/2015 9:50 AM

58 Any technology... 5/20/2015 9:45 AM

59 Student-centered delivery of instruction 5/20/2015 8:16 AM

60 I would like to see a Moodle Course developed to train test administrator on test security. The could take it oncea year, print a certificate and be done. I spend a lot of time training teachers over and over for the same thing. Ifthey took a course like this, I would just have to train them on the assessment tool's administration anddocuments of record. I think an online course would be highly effective. included could be video clips and articlesabout people who violate the rules.

5/19/2015 2:13 PM

61 First aide, CPR, bullying, and different kind of dangers that could happen at your school. These training are veryimportent and all employees should be taking these kind of workshops at there schools. I am at an adult schooland need maybe different kind of training here then in the other schools. Also training at our own schools. Thisway we can as we are trained go to the different areas on the school grounds like hands on type of deal. Thesedays it is importent to be on top of things. Thank you

5/19/2015 2:09 PM

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62 when teachers get hired they should be trained in class managements and expectation immediately to help thembe successful.

5/19/2015 1:02 PM

63 Additional gifted courses and AP training 5/19/2015 12:44 PM

64 IEP goal writing, FBA/BIP writing, Math Manipulative training 5/19/2015 11:29 AM

65 More on PGS evaluations 5/19/2015 11:18 AM

66 social studies 5/19/2015 11:06 AM

67 Love and Logic....it filled before I knew about it. Heard good things about the instructor and class. 5/19/2015 10:46 AM

68 Cisco Certified Network Administrator 5/19/2015 10:40 AM

69 I would like to see the ESOL courses ALL offered online. It is very difficult for many like myself who are singleparents, to go to a face to face class for 3 hours at night. Our children have sports in the evenings, making iteven more difficult to attend classes. These are required by law yet there is no convenient way to finish the last 3classes. PLEASE offer them online!!

5/19/2015 10:19 AM

70 Improving student attendance - research and best practices 5/19/2015 10:04 AM

71 Anything that we can implement into our curriculum, I love learning strategies that we can take back to theclassroom. Strategies are more helpful than lectures.

5/19/2015 9:59 AM

72 More reading and literature studies. Guided reading ideas. Also, classroom management techniques - with a lotof new teachers who struggle - this is highly needed!

5/18/2015 7:01 PM

73 Office 365 SharePoint for webmasters FREE Florida Department of Education Resources such as PBS Learning,Learning Ally, etc. TV Production - Elementary

5/18/2015 1:24 PM

74 ESE - beyond the requirement - maybe more practical how to or ideas 5/18/2015 12:43 PM

75 more working relationships workshops 5/18/2015 10:54 AM

76 Reading and gifted endorsement 5/15/2015 4:06 PM

77 senteo? smart board clickers? 5/15/2015 12:36 PM

78 I can't think of any topis but I would like more workshops for guidance clerks. 5/15/2015 9:41 AM

79 More for paraprofessional developement 5/15/2015 8:25 AM

80 Workshop on Science and Social Studies 5/15/2015 8:03 AM

81 computer classes (word, access, powerpoint, adobe, etc.) 5/15/2015 7:57 AM

82 OneNote please!! Better ESOL classes to prepare for a county in which ESOL attendance numbers are so high 5/14/2015 8:35 PM

83 PHYSICAL EDUCATION 5/14/2015 2:44 PM

84 Office 365 at every school. Train the trainer model. 5/14/2015 2:34 PM

85 SMART board, BYOD, moodle, edmodo 5/14/2015 11:51 AM

86 Online (moodle) trainings for technology, like safari montage, Most of our Wednesdays are taken by facultymeetings, PLC Meetings, and department meetings, so the more online courses presented, the better. I wouldalso like to see us move to a blackboard live setting that can be truly interactive with participants (or a systemsimilar to the FLVS platform)

5/14/2015 11:43 AM

87 some computer skill classes, ideas for motivating reluctant readers, Shared ideas that work in an elementaryclassroom.

5/14/2015 11:04 AM

88 leadership 5/14/2015 9:37 AM

89 N/A 5/14/2015 9:09 AM

90 Some of the ones I checked above. 5/14/2015 8:24 AM

91 I would love to have more cafeteria related workshops. 5/14/2015 8:22 AM

92 more technology. 5/14/2015 8:19 AM

71 / 74


93 smartboard, 5/14/2015 8:10 AM

94 Detailed ACCESS workshop 5/14/2015 7:53 AM

95 FOCUS training specific to Adult/Technical education. 5/14/2015 7:35 AM

96 Basic Smartboard training 5/14/2015 7:21 AM

97 have no idea 5/14/2015 6:46 AM

98 new chemicals, new equipments, how to present better ourself no using clothes with stains or holes we still havecustodian coming to work with shirts with cigarrettes and alcoholics logoes...

5/13/2015 9:30 PM

99 any that we can use with the student 5/13/2015 8:38 PM

100 Math Centers!!!!!! 5/13/2015 8:35 PM

101 N/A 5/13/2015 6:49 PM

102 More ESE 5/13/2015 6:15 PM

103 Smart board tranning for paraprofesional. 5/13/2015 5:36 PM

104 Wish the district would require technology training rather than a repeat of Math Solutions! The technology is morevaluable. How much math training do we need!!!

5/13/2015 5:30 PM

105 American history and Civics 5/13/2015 4:44 PM

106 smartboard 5/13/2015 4:28 PM

107 Microsoft products 5/13/2015 4:17 PM

108 school safety teacher/parent professional relationships faculty/staff professional relationships I have noticed moretension between peers at the schools and would really like to see workshops that focus on how to improveprofessional relationships as well as how to improve communication with parents.

5/13/2015 3:32 PM

109 Methods and techniques for general ed. teachers to use with ESE students our the general ed. classes,especially core academics.

5/13/2015 3:21 PM

110 Office 365 from a student's point of view...how do we help them? 5/13/2015 2:56 PM

111 Workshops dealing with digital media for students and staff. 5/13/2015 2:50 PM

112 I would like to see courses offered in the Microsoft programs to make office staff more efficient and proficient increating and maintaining records and documents.

5/13/2015 2:41 PM

113 TECH, TECH, TECH- we need actual teachers who implement technology on a daily basis showing us how to doit! Apps, devices, Office365, online reading and math programs, etc. Let us be the students!

5/13/2015 2:26 PM

114 Can not think of anything at this time. 5/13/2015 2:25 PM

115 Dealing with uncooperative students, reading (The Book Whisperer) 5/13/2015 2:15 PM

116 Any new district initiatives need to presented in a school based inservice so that they can be implimented withfidelity if people will be held accountable for them. These trainings should be held during the school day andcoverage should be provided. The fund allocation for such coverage can be taken from the $30+ million dollarsthat the district is sitting on since apparently teachers efforts are not worth any salary increase. It is notacceptable to go to trainings when you are told you are not worth anything anyway.

5/13/2015 2:14 PM

117 I like team work building, working with others, etc. 5/13/2015 2:11 PM

118 One Note and Flipped Classroom 5/13/2015 2:09 PM

119 Love tech workshops, but usually can't get to the once a month at the location. 5/13/2015 2:08 PM

120 Fun ways to interact with ELL students How to work with Defiant students MTSS process 5/13/2015 1:58 PM

121 Too many to list. 5/13/2015 1:57 PM

122 Continued Smartboard training. 5/13/2015 1:43 PM

123 most ly on computer 5/13/2015 1:33 PM

72 / 74


124 Time management, LaVonna Roth 5/13/2015 1:27 PM

125 technology, 5/13/2015 1:02 PM

126 Continue with the current offerings and add technology as needed. 5/13/2015 12:55 PM

127 Workshops that more for Secretarial positions 5/13/2015 12:38 PM

128 ESOL first course online. 5/13/2015 8:56 AM

129 Update in Microsoft, publishing, excel, access. 5/12/2015 12:18 PM

130 ESOL Category variety 5/12/2015 11:57 AM

131 How to us technology in the class room or how to help with discipline in class. 5/12/2015 9:38 AM

132 Reading. Specifically Journeys. Also math would be helpful. 5/12/2015 8:55 AM

133 Promote more Para training 5/12/2015 8:27 AM

134 Secondary Math - How to incorporate more technology in the classroom using QR codes, stations, Edmodoquizzes, internet quizzes, etc.

5/11/2015 3:43 PM

135 Smart Board. 5/11/2015 2:08 PM

136 ESE Curriculum planning, meaningful lesson plans for the ASD setting, classroom organization for, etc. 5/11/2015 12:31 PM

137 Flipped classroom, time management for teachers, alternative assessments, WAY MORE TECHNOLOGY topics(One Note, etc.), online resources (Remind, etc.)

5/11/2015 11:39 AM

138 more courses on how to work computer programs that we can use daily 5/11/2015 10:18 AM

139 EFFICIENT technology uses. How do we get and use smart response? Get a better email system with morestorage and provide training on this.

5/11/2015 9:15 AM

140 NA 5/11/2015 8:58 AM

141 manners in the work place. Social skills in the work place. How to dress in the work place . 5/11/2015 8:55 AM

142 Reading, Math, Science. For elementary school teacherS 5/10/2015 9:29 PM

143 Discovery Ed 5/10/2015 4:26 PM

144 MTSS Excellent- developing tables for data keeping etc 5/9/2015 3:35 PM

145 More reading comprehension and more gifted courses (for those who have already completed the endorsement) 5/8/2015 8:23 PM

146 More by LaVonna Roth!!! 5/8/2015 7:03 PM

147 ELA supplements to support State standards 5/8/2015 5:02 PM

148 Work ethics, TEAM work, work place morale 5/8/2015 4:57 PM

149 Reading and writing in all content areas aligned with the standards per grade level. 5/8/2015 4:08 PM

150 Innovative strategies for activities, teaching strategies to low level and discipline problems. How to mange yourinstructional time to keep up with the pacing guidelines.

5/8/2015 3:53 PM

151 Excel workshops! 5/8/2015 2:51 PM

152 Publisher Word Excel 5/8/2015 2:11 PM

153 LAN / WAN networking Networking project management RCDD training 5/8/2015 1:43 PM

154 AP writing, AP, ESE for certification as a face to face class instead of only online 5/8/2015 1:37 PM

155 Writing K-2 5/8/2015 1:12 PM

156 I'm really open to learning more about how to better my skills inside and outside of the office. 5/8/2015 1:08 PM

157 Any technology related 5/8/2015 1:06 PM

73 / 74


158 I would like to see paras be more informed of the changes in teaching methods e.g. Common Core, FSA, testingand the use of materials. Sometimes we are asked by friends, family or community members about thesechanges and just don't know the answer. It makes one feel insignificant or unimportant.

5/8/2015 1:05 PM

159 FOCUS 5/8/2015 12:45 PM

160 Motivational speakers for support staff; Integrity training for support staff; In-depth FMLA training (the in's andout's; preferably from an outside source)

5/8/2015 12:38 PM

161 FOCUS training, not just the introduction, but how to access it, read it, make sense of it, and who can help us ona consistent basis. This has been an awful experience this year, sorry.

5/8/2015 12:38 PM

162 Working with different personalities Managing stress 5/8/2015 12:37 PM

163 More on how to help kids improve their achievement in the classroom. Help us do our jobs better! 5/8/2015 12:37 PM

164 Transition, Career Prep, Community Resources, Differentiated Instruction, How to motivate students 5/8/2015 12:24 PM

165 anything relevant to ASD!!! 5/8/2015 11:50 AM

166 I am changing grade levels this coming year, I would like some grade level specific trainings to learn more aboutmy new position.

5/8/2015 11:47 AM

167 More technology workshops. 5/8/2015 11:43 AM

168 flipped classroom developmentally appropriate practice DRA DBQ 5/8/2015 11:41 AM

169 Use of IPad apps for teachers and teachers being able to have a school IPad or bring their own 5/8/2015 11:20 AM

170 TERMS - payroll, bookkeeping 5/8/2015 11:16 AM

171 Understanding how to interpret the reports for district assessment tools like STAR. 5/8/2015 10:58 AM

172 PBS in today's classrooms, math based strategies, involving parents in our area, increasing work place morale 5/8/2015 10:45 AM

173 Foreign language that aren't JUST for Spanish. It's already a shame so few schools offer options to students forlanguage study (and most of the online offerings for kids are a joke), so the teachers should get some support(btw, I do not teach foreign language, but I am certified to do so and would love to maintain my skills). I wouldalso see more workshops on developing effective formative assessments that aren't more cumbersome thanuseful.

5/8/2015 10:45 AM

174 Excel 5/8/2015 10:33 AM

175 Stress reduction. 5/8/2015 10:31 AM

176 network switching/routing/security 5/8/2015 10:28 AM

177 Math geometry Science environment 5/8/2015 10:13 AM

178 More Finance related and geared towards Professional Support Staff 5/8/2015 10:10 AM

179 N/A 5/8/2015 10:10 AM

180 Tech in the classroom endorsement: Using tech in lesson plans How to get new tech approved Site specifictraining (like Edmodo, Citelighter, or NoRedInk)

5/8/2015 10:08 AM

181 Useful common core training with actual materials we can put into practice not just guidelines for us to spendhours upon hours developing everything for ourselves.

5/8/2015 10:05 AM

182 Excel and Microsoft Access workshop Phone etiquette for Support Staff(not just Paraprofessionals) 5/8/2015 9:55 AM

183 Classes in the latest version of Word, Excel, etc. 5/8/2015 9:54 AM

184 Rules and Regulations while Transporting both Regular and mostly ESE Students. 5/8/2015 9:52 AM

185 Student records retention. 5/8/2015 9:40 AM

74 / 74


NUMERICAL COMPONENT LIST2015-2016 MASTER INSERVICE PLAN

506000 TRANSFER POINTS¹

506001 A COLLEGE COURSE AS PART OF THE MIP¹

506971 ED TRAVEL (RETIRED 7/1/2009)²

1000402 FINE ARTS

1000403 ART

1000815 THE ARTS IN EXCEP ED

1002453 CAREER EDUCATION BASIC

1004405 FOREIGN LANGUAGE

1004406 CONVERSATIONAL SPANISH

1004407 CONVERSATIONAL SPANISH II

1004408 NUTRITION EDUCATION

1006411 HUMANITIES

1007417 MATH/SCIENCE INTEGRATION - ELEM

1008412 LANGUAGE ARTS

1008413 ENGLISH

1009401 MATH ENHANCEMENT TRAIN

1009414 MATHEMATICS

1009415 COLLEGE MATH CONCEPTS

1009416 ALGEBRA

1009418 STATISTICS

1009440 ARITHMETIC-BASIC

1010419 MUSIC

1011420 PHYSICAL EDUCATION

1011421 SPORTS MEDICINE

1011443 ADAPTIVE PE

1011528 LIFEGUARD TRAINING³

1011529 WATER SAFETY INSTRUCTOR

1013437 READING - BASIC

1013438 TEACHING THE BASIC SKILLS PREP. COMP. 3

1013522 LITERACY (PART I)³

1013524 LITERACY (PART II)

1013525 LITERACY (PART III)

1013553 TEACH READ CONTENT AREA

1013578 NEXT GENERATION CONTENT AREA READING-PROFESSIONAL DEVELOPMENT (NGCAR-PD)

1013579 NEXT GENERATION CONTENT AREA READING-PROFESSIONAL DEVELOPMENT (NGCAR-PD)

1013580 FOUNDATIONS OF READING INSTRUCTION COMPETENCY 1

1013581 APPLICATION OF RESEARCH-BASED INSTRUCTIONAL PRACTICES COMPENTENCY 2

1013582 FOUNDATIONS OF ASSESSMENT COMPETENCY 3

1013583 FOUNDATIONS AND APPLICATIONS OF DIFFERENTIATED INSTRUCTION COMPETENCY 4

1013584 DEMONSTRATION OF ACCOMPLISHMENT COMPETENCY 5

1013585 READING ENDORSEMENT FOR ESOL (REESOL)

1013586 LANGUAGE & COGNITION (READ ADD-ON) (RETIRED 8/28/12)

1013587 RESEARCH BASED PRACTICE (READ ADD-ON) (RETIRED 8/28/12)

1013588 ASSESSMENT (READ ADD-ON) (RETIRED 8/28/12)

1013589 DIFFERENTIATED INSTRUCTION (READ ADD-ON) (RETIRED 8/28/12)

1013590 DEMO OF ACCOMPL.PRACTICUM (READ ADD-ON) (RETIRED 8/28/12)

1. Component does not transfer to DOE ‐ no description required

2. Component retired ‐ no description needed

3. Component description under revision ‐ no description included

1 of 9Updated: July 20, 2015


1013591 CAR-PD ACADEMY

1013593 CAR-PD PLUS

1014422 SAFETY EDUCATION (DRIVER ED)

1015400 ENVIRONMENTAL EDUCATION

1015410 HUMAN SEXUALITY EDUCATION

1015423 SCIENCE

1015424 BIOLOGY

1015425 EARTH SCIENCE

1015426 SCIENCE LAB:DIR AND SUPP

1015427 OCEANOGRAPHY/MARINE BIOL

1015428 PHYSICAL SCIENCE

1015429 BIO FUNCTIONS AND GENETICS

1015430 ENVIRONMENTAL SCIENCE

1015431 AEROSPACE TECH AND CURR

1015432 FLORIDA'S WILD

1015433 FLORIDA'S FOREST & ENVIRONMENTAL ED

1016434 SOCIAL STUDIES

1016435 GEOGRAPHY

1016436 FLORIDA STUDIES

1017439 TEACHING WRITING

1100809 MENTALLY HANDICAPPED

1100811 PRESCHOOL EXCEP ED

1100817 VARYING EXCEP³

1100825 NATURE & NEEDS OF EXCEPTIONAL STUDENTS VE (ADD-ON)

1100832 LANGUAGE DEVELOPMENT & LEARNING FOR ESE (ADD-ON)

1100835 TEACHING SOCIAL & PERSONAL SKILLS FOR ESE (ADD-ON)

1100836 TEACHING READING FOR ESE (ADD-ON)

1100837 TEACHING MATHEMATICS FOR ESE (ADD-ON)

1100838 TEACHING LANGUAGE ARTS FOR ESE (ADD-ON)

1100839 NATURE & NEEDS OF EXCEPTIONAL STUDENTS MH (ADD-ON)

1100845 EMOTIONALLY HANDICAPPED

1100846 NATURE & NEEDS OF EXCEPTIONAL STUDENTS EH (ADD-ON)

1100852 PHYSICALLY IMPAIRED

1100853 VISUALLY IMPAIRED

1100854 DEAF AWARENESS

1100855 EDUCATIONAL INTERPRETING³

1100856 DEAF INTERPRETING

1100857 LANGUAGE STRUCTURE

1100858 HEARING IMPAIRED

1100859 SPEECH AND LANG IMPAIRED

1100860 SPECIFIC LEARNING DISAB³

1100861 THEORIES IN LEARNING DISAB

1100863 NATURE & NEEDS OF EXCEPTIONAL STUDENTS SLD (ADD-ON)

1100868 PROFOUNDLY HANDICAPPED³

1100870 GIFTED (RETIRED 6/30/2014)

1100871 READING FOR GIFTED (RETIRED 6/30/2014)






1100873 NATURE & NEEDS OF THE GIFTED (ADD-ON) (RETIRED 6/30/2014)

1100875 THEORY AND DEV OF CREATIVITY (ADD-ON) (RETIRED 6/30/2014)

1101849 SPECIALIZED CURRICULUM FOR EX STUDENTS EH (ADD-ON)

1103872 ED PROC & CURR FOR THE GIFTED (ADD-ON)/CURRICULUM AND DEVELOPMENT(RETIRED

1105805 CURR & PROG ADAP FOR THE EMOT HANDI

1105820 EVAL/SELEC OF MAT & RES FOR EXCEP STUD

1105828 SPECIALIZED CURRICULUM FOR EX STUDENTS VE (ADD-ON)

1105831 FOUNDATIONS OF ESE (ADD-ON)

1105841 SPECIALIZED CURRICULUM FOR EX STUDENTS MH (ADD-ON)

1105865 SPECIALIZED CURRICULUM FOR EX STUDENTS SLD (ADD-ON)

1106001 GIFTED - GENERAL

1106002 GIFTED - READING FOR THE GIFTED

1106003GIFTED ENDORSEMENT -NATURE AND NEEDS FOR STUDENTS WHO ARE GIFTED - COMPETENCY 1

1106004 GIFTED ENDORSEMENT - CURRICULUM DEVELOPMENT FOR GIFTED - COMPETENCY 2

1106005 GIFTED ENDORSEMENT: GUIDANCE AND COUNSELING FOR THE GIFTED

1106005 GIFTED ENDORSEMENT - GUIDANCE AND COUNSELING - COMPETENCY 3

1106006 GIFTED ENDORSEMENT: EDUCATION OF SPECIAL POPULATIONS OF GIFTED STUDENTS

1106006 GIFTED ENDORSEMENT - EDUCATION OF SPECIAL POPULATIONS - COMPETENCY 4

1106007 GIFTED ENDORSEMENT: THEORY AND DEVELOPMENT OF CREATIVITY

1106007 GIFTED ENDORSEMENT - THEORY AND DEVELOPMENT OF CREATIVITY - COMPETENCY 5

1201444 ACCOUNTING I

1201445 ACCOUNTING II³

1202448 FINANCIAL PLANNING

1203447 FAMILY AND CONSUMER SCIENCE (HOME ECONOMICS)

1206446 MARKETING

1208558 CRIMINAL JUSTICE ADMINISTRATION

1208559 CRIMINAL JUSTICE

1211442 CAREER EDUCATION

1211562 VOCATIONAL/TECHNICAL CURRICULUM CONSTRUCTION

1211600 CAREER DEVELOPMENT

1211818 VOC ED OF EXCEP STUD

1408001 IMPLEMENTING PROFESSIONAL LEARNING COMMUNITIES (PLC)

1408523 INSTR MATERIALS TRAINING

1408570 FOXFIRE/SUNFIRE LEVEL I (RETIRED 7/1/2009)²

1408979 EVEN START (RETIRED 7/1/2009)²

1411507 SUBJ AREA CURR MID SCH

1411509 EARLY CHILD CURRIC

1411512 HOW TO ADMINISTER THE FLORIDA VPK ASSESSMENT

1411515 FLORIDA VPK ASSESSMENT INSTRUCTIONAL IMPLICATIONS

1411567 UNDERSTANDING TITLE PROGRAMS

1411579 MIGRANT EDUCATION

1412532 THE MULTICULTURAL CLASSROOM

1506004 RESEARCH PROJECT

1700531 ESOL CONCEPTS FOR EDUCATORS (RETIRED 7/1/2011)²

1700533 ESOL - TRAINER OF TRAINERS - VOLUME II






1700534 ESOL - TRAINER OF TRAINERS - VOLUME I

1700535 EMPOWERING ESOL - OVERVIEW VOLUME I (RETIRED 7/1/2011)²

1700536 EMPOWERING ESOL TEACHERS, AN OVERVIEW, VOLUME I (RETIRED 7/1/2011)²

1700537 EMPOWERING ESOL - OVERVIEW VOLUME II (RETIRED 7/1/2011)²

1700539 METHODS OF TEACHING ESOL (ADD-ON) 18 HRS

1700551 TEACH CONT VID II & SG: INTERGRATING METHODS FOR ESOL INSTR (RETIRED 7/1/2011)²

1700552 TEACH RESOURCE KIT, LASER DISK AND STUDY GUIDE (RETIRED 7/1/2011)²

1700592 ELL INSTRUCTIONAL STRATEGIES

1700597 METHODS OF TEACHING ESOL (ESOL ADD-ON) 60 HRS - COMPETENCY 1 (formerly Empowering)

1701542 TESTING & EVALUATION OF ESOL (RETIRED 7/1/2011)²

1701550 TEACH BC VID III & SG: JOURNEY THR THE ASSESSMENT PROCESS (RETIRED 7/1/2011)²

1701593 ELL ASSESSMENT STRATEGIES

1701599 ESOL TESTING AND EVALUATION (ESOL ADD-ON) - COMPETENCY 4

1702450 ELL LANUGAGE PROFICIENCY AND ACADEMIC CONTENT

1702538 APPLIED LINGUISTICS (ADD-ON) (RETIRED 7/1/2011)

1702543 TEACH SESSION 1: LANGUAGE LEARNING, PART I (RETIRED 7/1/2011)²

1702544 TEACH SESSION 3: LANGUAGE LEARNING, PART II (RETIRED 7/1/2011)²

1702545 TEACH BC VID & SG: LANG LEARN IN THE INTERACTIVE CLASSROOM (RETIRED 7/1/2011)²

1702596 ESOL APPLIED LINGUISTICS (ESOL ADD-ON) - COMPETENCY 2

1703451 ELL ALIGNMENT OF CURRICULUM TO STANDARDS

1703540 ESOL CURR & MATERIALS DEV (ADD-ON) (RETIRED 7/1/2011)²

1703549 TEACH BC VID II & SG: ESOL CURR & MATERIALS (RETIRED 7/1/2011)²

1703598 ESOL CURRICULUM AND MATERIALS DEVELOPMENT (ESOL ADD-ON) - COMPETENCY 3

1704404 BILINGUAL EDUCATION

1704441 ENG SPEAK OTHER LANG

1704452 ELL SUBJECT MATTER

1704553 ESOL BEST PRACTICES

1704725 ADM ENRICH CONTENT FOR ESOL

1705458 TEACH CONT VID I: CROSS CULT COM AND UNDERSTANDING (RETIRED 7/1/2011)²

1705541 ESOL CROSS-CULT COMM & UNDER (ADD-ON) (RETIRED 7/1/2011)²

1705546 TEACH SESSION 2: CROSS CULT COM & UNDERSTANDING, PART I (RETIRED 7/1/2011)²

1705547 TEACH SESSION 4: CROSS CULT COM & UNDERSTANDING, PART II (RETIRED 7/1/2011)²

1705594 ELL OTHER

1705595 ESOL CROSS-CULTURAL COMMUNICATIONS (ESOL ADD-ON) - COMPETENCY 5

2001566 STRAT FOR ED LEP STUDENT (RETIRED 8/28/2012)

2011526 COACHING A SPECIFIC SPORT

2011527 COACHING THEORY

2013883 PDA-ESE: DIFFER READING INSTR FOR STUDENTS (ADD-ON)

2015530 METHODS IN ENVIRON ED: WATER ISSUES

2100563 SPECIAL NEEDS STUDENTS IN VOCATIONAL CLASSROOMS

2100802 COMMUNICATION SKILLS

2100806 DIRECT INSTRUCTION³

2100810 PRECISION TEACHING

2100813 STUDENT COMM SKILLS

2100816 THE EXCEP STUD IN REG CLASSRM

2100821 INSTRUCTIONAL STRAT FOR EXCEP STUD³






2100822 LEARNING STRATEGIES³

2100824 RESTRUCTURING ESE SERV: STRAT FOR INCLUS

2100829 INSTRUCTIONAL STRAT FOR EX STUDENTS I VE (ADD-ON)

2100830 INSTRUCTIONAL STRAT FOR EX STUDENTS II VE (ADD-ON)

2100842 INSTRUCTIONAL STRAT FOR EX STUDENTS I MH (ADD-ON)

2100843 INSTRUCTIONAL STRAT FOR EX STUDENTS II MH (ADD-ON)

2100850 INSTRUCTIONAL STRAT FOR EX STUDENTS I EH (ADD-ON)

2100851 INSTRUCTIONAL STRAT FOR EX STUDENTS II EH (ADD-ON)

2100866 INSTRUCTIONAL STRAT FOR EX STUDENTS I SLD (ADD-ON)

2100867 INSTRUCTIONAL STRAT FOR EX STUDENTS II SLD (ADD-ON)

2100874 GUID & COUNSELING OF GIFTED STUD (ADD-ON) (RETIRED 6/30/2014)

2100876 ED OF SPECIAL POP OF GIFTED STUD (ADD-ON) (RETIRED 6/30/2014)

2100877 PDA-ESE: FOUNDATIONS OF ESE (ADD-ON)

2100879 PDA-ESE: INSTRUCTIONAL PRACTICES (ADD-0N)

2100881 PDA-ESE: LANG DEVELOPMENT AND COMM SKILLS (ADD-ON)

2100882 PDA-ESE: INTERPER INTERACTIONS AND PARTICIPATION (ADD-ON)

2100884 PDA-ESE: TRANSITION (ADD-ON)

2101880 PDA-ESE: POSITIVE BEHAVIOR SUPPORT (ADD-ON)

2102878 PDA-ESE: ASSESSMENT AND EVALUATION (ADD-ON)

2103807 LEGAL ISSUES/PRACTICES

2103819 OPER ISSUES, STRAT & POLICIES

2211560 VOCATIONAL METHODS

2211564 EDUCATORS IN INDUSTRY

2400510 DEV IMPL IND ED PROG

2400511 OBS TECHN EACH CHILD

2401515 TEST CONSTRUCTION

2403565 ADOLESCENT GROWTH/DEVELOP

2404501 DEV-APPRO PRAC YOUNG CHILD

2404502 EARLY CHILD PRAC YOUNG CHILD

2405584 DROPOUT PREVENTION

2405585 DROPOUT AWARENESS

2406007 COMMUNICATION SKILLS (VERBAL, NON-VERBAL)

2406970 POP-ORIENTATION (RETIRED 7/1/2011)²

2406977 SUPPORT STAFF TRAIN POP (RETIRED 7/1/2009)²

2408512 TCHR MADE MAT & TAKE

2408513 PROG EARLY CHILD ED

2408514 ORG INST EARLY CHILD ED

2408518 TEACHER EFFECTIVENESS

2408521 TEACHING NEW MATERIALS

2408568 TEACH EXPECT STU ACH

2408569 COOPERATIVE LEARNING

2408576 EFFECTIVE TEACHER SERIES (HARRY WONG)

2408973 STORYTELLING

2408978 EFFECT TEACH MADELINE HUNTER (RETIRED 7/1/2009)²

2409557 NEWSPAPERS IN EDUCATION

2411504 MID GRDS INTERDISC INSTR






2411505 MID GRADS TRAINING

2411506 MID SCH PHIL CONC STRA

2411508 EARLY CHILD TEST ADM

2411554 ELEM SCH BLUEPRINT (RETIRED 7/1/2009)²

2411555 MIDDLE SCH BLUEPRINT (RETIRED 7/1/2009)²

2411556 HIGH SCH BLUEPRINT (RETIRED 7/1/2009)²

2411580 UNDERSTAN NEED ADOLESCENT

2421578 STUDENT MOTIVATION

2506003 NONCREDIT CLASS OR WKSHP

2507005 TRAINING FACILITATORS

2507006 TRAINER TRAINING

2507520 CRITICAL THINKING

2509307 EFFECTIVE COMMUNICATIONS

2512516 SCHOOL RESTRUCTURING

2513701 IMP INSTR THROUGH FPMS

2513702 FL PERF MEAS SYSTEM - FPMS

2513980 PROF DEV PLAN - POP (RETIRED 7/1/2009)²

3003103 COMPUTER AWARENESS

3003104 WORD PROCESSING

3003105 INTRODUCTION TO COMPUTERS

3003105 INTRODUCTION TO COMPUTERS

3003106 UTIL COMPUTER OF SOFTWARE

3003107 COMPUTER APPLICATIONS³

3003108 DESKTOP PUBLISHING

3003109 INST USES OF TECHNOLOGY

3003110 USES OF INSTRUCTIONAL TECHNOLOGY

3003111 COMP AS CLASSRM TOOLS (SEC)

3003114 USING FIRN AND FIRNMAIL (RETIRED 7/1/2009)²

3003115 TEACHING WITH TECHNOLOGY

3003118 TEACHING WITH TECHNOLOGY II³

3003119 TECHNOLOGY I

3003120 TECHNOLOGY II

3003121 MULTIMEDIA TECHNOLOGY

3003122 COMPUTER APPLICATIONS: ALTERNATIVE LEARNING MODES

3003123 INTEGRATING INTERNET INTO CLSSRM VIA INTERNET

3003124 TECH DEV A-V PRESENTATIONS

3003814 TECH FOR ESE STUD

3003974 BASIC COMPUTER PROGRAM I

3003975 BASIC COMPUTER PROGRAM II

3007112 INTEGRATING TECH IN MATH & SCI

3007113 TECH IN MATH/SCIENCE³

3007976 INTE TECH IN MATH/SCI ELEM

3407671 SCHOOL MEDIA AWARENESS

3407673 UTIL A-V MATERIALS

3413583 TECH INVOLV PARENTS/VOL³

3508724 OVERVIEW OF MIS³






3512113 TECH FOR MANG SCH IMPROV

3512117 TOOLS FOR SCHOOL IMPROVEMENT

4100862 SKILL IN INST DIAG LEARN DISAB

4101812 SKILLS IN CLSRM AND/OR BEH MAGMT

4101834 ED MANAGEMENT OF EXCEPTIONAL STUDENTS (ADD-ON)

4102833 ASSESSMENT OF EXCEPTIONAL STUDENTS (ADD-ON)

4401562 VOCATIONAL TESTING AND EVALUATION³

4401572 IMPROVING TEST SCORES³

4401582 ASSESSMENT (NON-ESE)

4401803 ASSESSMENT STRATEGIES³

4406804 COOPERATIVE CONSULTATION

5101800 BEH MAGMT & AFFEC DEV FOR EXCEP STUD

5101801 BEH PROB IN THE SCH

5101826 BEHAVIOR MANAGEMENT FOR EX STUDENTS I VE (ADD-ON)

5101827 BEHAVIOR MANAGEMENT FOR EX STUDENTS II VE (ADD-ON)

5101840 BEHAVIOR MANAGEMENT FOR EX STUDENTS I MH (ADD-ON)

5101844 METH OF BEHAV MANGMT FOR TEACHERS

5101847 BEHAVIOR MANAGEMENT FOR EX STUDENTS I EH (ADD-ON)

5101848 BEHAVIOR MANAGEMENT FOR EX STUDENTS II EH (ADD-ON)

5101864 BEHAVIOR MANAGEMENT FOR EX STUDENTS I SLD (ADD-ON)

5404572 ASSERTIVE DISCIPLINE³

5404574 ALT CLASSROOM MANAGEMENT³

5404575 COOPERATIVE DISCIPLINE

5515230 BEHAVIOR MANAGEMENT IN TRANSPORTATION

6103869 RESTRAINT TECH FOR ESE

6403016 SUBSTANCE ABUSE³

6403017 ALCOHOL AND DRUG ABUSE

6403018 CHILD ABUSE AND NEGLECT³

6403020 CHILD ABUSE AND REPORTING

6403500 CHILD AND DEATH

6403503 SUICIDE PREV EMOTION DIST

6414652 CPR/FIRST AID

6414653 AIDS - THE DISEASE

6416591 PROFESSIONAL ETHICS

6419823 SECTION 504 CONCEPTS³

6510021 RIGHT TO KNOW

6510262 FIRE/SAFETY INSPECTOR³

6510263 ASBESTOS - GENERAL AWARENESS

6510972 RADON IS AND TREATMENT

6511019 SCHOOL SAFETY

6515225 BUS SAFETY TRAINING

7400712 SCHOOL CURRICULUM

7410715 SCHOOL LAW

7422723 RECORDS MANAGEMENT³

7502707 DIST LEADERSHIP TEAM TRNING

7504710 GRANT WRITING






7504713 SCHOOL FINANCE

7507703 UNDERSTAND DIST PROG

7507704 JOB ANALYSIS TRAINING (RETIRED 7/1/2009)²

7507705 TARGETED SELECTION - ADM (RETIRED 7/1/2011)²

7507709 CHANGE IN EDUCATION

7507711 TOTAL QUALITY MANAGEMENT (TQM) (RETIRED 7/1/2009)²

7507717 MANAGEMENT OF PERSONNEL

7507718 LEADERSHIP/COMMUNICATIONS³

7507721 EDUCATIONAL LEADERSHIP FOR THE 21ST CENT³

7507722 FACILITATIVE LEADERSHIP³

7507982 TARGETED SELECTION - INTERN (RETIRED 7/1/2009)²

7507984 INTERACTION MANAGEMENT (RETIRED 7/1/2009)²

7508716 MANAGEMENT TECHNOLOGY

7513700 ADM & SUPV DEV APPROP PROG

7513706 INSTRUCTIONAL SUPERVISION

7513708 NEEDS OF THE SCHOOL COMMUNITY

7513714 SCHOOL MANAGEMENT

7513719 SCHOOL PRINCIPAL SKILLS

7513720 IMPLEMENTING A PRE-K PROG³

7513983 LEGAL RESP DRUGS - SEARCH

8005409 WELLNESS/NUTRITION

8103808 MED IMPLICATIONS FOR THE EXCEP STUD

8211601 OCCUPAT SPEC CERT TRAIN³

8211602 THE MODERN WORKPLACE³

8403604 GUIDANCE SKILLS

8406013 GOAL-SETTING³

8406014 SEVEN HABITS OF HIGHLY EFFECTIVE PEOPLE³

8406573 TEACHERS AS ADVISORS

8406581 CLINICAL EDUCATOR³

8406603 OBSERV CONF SKILLS³

8407672 IMPROV MEDIA CENTER PROG

8412011 MINORITY AWARNESS³

8413010 PARENTING - PER SOC FAM

8414009 STRESS AND ITS MANAGEMENT³

8414577 STRESS MANAGE OF CHILDREN³

8414651 HEALTH SERVICES

8421008 SELF-ESTEEM³

8421015 MANAGEMENT /MOTIVAT TECH³

8421981 STUDENT ASSISTANCE PROG³

8424449 WORKING WITH ASSIST/VOLUN

8501631 STUDENT SERVICES³

8505200 EQUIP CARE/USE FOOD SERV

8505201 BASICS OF SCHOOL LUNCH

8505202 QUANTITY FOOD PREPARATION

8505203 QUANTITY BAKING

8505204 MERCHANDISING TECHNIQUES






8505205 FOOD SERV MANGMT

8505206 VOLUME FEEDING

8506986 UNDERSTAND DISTRICT PROGRAM

8508100 READ COMPUTER PRINTOUTS

8508101 CRT OPERATING PROCEDURES

8508102 DISTRICT COMP SYS-REMOTE OPER

8509300 FILING SKILLS

8509301 CLERK TYPIST I

8509302 STENOGRAPHIC SKILLS I (RETIRED 7/1/2009)²

8509303 STENOGRAPHIC SKILLS II (RETIRED 7/1/2009)²

8509304 STENOGRAPHIC SKILLS III (RETIRED 7/1/2009)²

8509305 PROFESSIONAL OFFICE IMAGE

8509306 OFFICE MANAGEMENT SKILLS

8509308 TELEPHONE ETIQUETTE

8509309 BUSINESS WRITING AND GRAMMAR






ATHLETIC COACHING ADD-ON ENDORSEMENT PLAN


Dr. Lissette Brizendine, Assistant Superintendent of Elementary Curriculum and Instruction

Michael Allen, Assistant Superintendent of Middle School Curriculum and Instruction

Pam Tapley, Assistant Superintendent of Secondary Curriculum and Instruction

Tammy Cope-Otterson, Chief Human Resources Officer Janice C. Franceschi, Director of Professional Development

Ryan H. Adams, Coordinator of Athletics, JROTC & Drivers Ed

June 2013

ATHLETIC COACHING ENDORSEMENT PLAN TABLE OF CONTENTS

I. Program Title………………….…………….………………………………………………………………………….3

II. Introduction……………………………………………………………………………………………………………..3

III. Program Objectives………………………………………………………………………………………………….4

IV. Program Content and Curriculum.…………………………………………………………………….........4

V. Instructional Design and Delivery……………………………………………………………………………..7

VI. Completion Requirements………………………………………………………………………………………22

VII. Program Evaluation…………………………………………………………………………………………….....23

VIII. Management………………………………………………………………………………………………………….23

IX. School Board Approval………………………………………………………………………….………………..26

X. Forms……………………………………………………………………………………………………………………..27

I. Program Title

School District of Osceola County Add-On Program: Athletic Coaching Endorsement Certification Coverage

II. Introduction

A. Educators have long seen the need for an Athletic Coaching Endorsement as a coverage on the Florida Educator’s Certificate, as well as to provide quality instruction to volunteer and non-teacher coaches. Teachers who wish to add the Athletic Coaching Endorsement to their Certificate must have at least three semester hours in three major areas: Sports Medicine, Coaching Theory, and Sports Specific. In addition, they must hold current Cardiopulmonary Resuscitation (CPR) certification from an agency approved by the Florida Department of Health. Teachers who are certified in Physical Education will have met these requirements in the course of earning their degree. Those teachers who are non FL DOE certified coaches and coaches hired after July 1, 2013 must successfully complete specific ASEP coursework and apply for the endorsement. Newly hired coaches have until June 30 of their second (2nd) year of employment to complete all requirements. Non FL DOE certified paid coaches have until June 30th of their third (3rd) year of coaching to complete required course work.

In order to receive the endorsement, teachers will be required to verify by transcript or by district inservice records that they have met all of the requirements.

The following program is designed to provide specific training to those teachers who are not certified in Physical Education and other noncertified personnel who wish to coach an athletic sport at the high school or middle school level. This training is intended to increase their knowledge of managing, teaching, coaching, and supervising students in athletic activities.

B. Rationale

Florida Statute 1012.55(2) mandates that any person who is employed and renders service as an athletic coach in any public school in any district of this state shall hold a valid temporary or professional certificate or an athletic coaching certificate. The athletic coaching certificate may be used for either part-time or full-time positions.

Florida State Board Rule 6A-4.0282 “Specialization Requirements for the Endorsement in Athletic Coaching - Academic Class” requires that the individual receiving a certification Endorsement in Athletic Coaching meet the following requirements:

1. Certification in another subject, and 2. Nine (9) semester hours in athletic coaching to include the areas specified below:

(a) Three (3) semester hours in care and prevention of athletic injuries, and the effects and dangers of drug use including performance enhancing drugs; (b) Three (3) semester hours in coaching theory; (c) A course in theory and practice of coaching a specific sport;

3. A valid Cardiopulmonary Resuscitation Certificate issued by the American Heart Association, the American Red Cross, or an entity approved by the Florida Department of Health pursuant to their criteria Specific Authority 1001.02, 1012.55, 1012.56 FS. Law Implemented 1001.02, 1012.54, 1012.55, 1012.56 FS History – New 12-4-89, 10-26-2005

III. Program Objectives

The objective of this program is to develop and increase the competencies of those employees responsible for the physical and social development of district youth who are involved in athletic competitions.

This program will provide inservice for all coaches in three major areas:

1. Care and Prevention of Athletic Injuries (60 points) 2. General Coaching Theory (60 points) 3. Sport-Specific—Individual Sport (60 points)

The specific competencies to be gained by program participants are identified in the inservice components provided in this plan.

IV. Program Content and Curriculum

Teachers who wish to add the coaching endorsement to the Florida Educator’s Certificate must earn a total of 180 inservice points (equivalent to nine semester hours of college credit) by successfully completing the prescribed set of inservice components included in this program:

1. Care and Prevention of Athletic Injuries (60 points) 2. General Coaching Theory (60 points) 3. Sport-Specific—Individual Sport (60 points)

In addition, program completers will obtain a valid Cardiopulmonary Resuscitation (CPR) certificate issued by the American Heart Association, the American Red Cross, or another entity approved by the Florida Department of Health pursuant to their criteria.

A. Competencies

The add-on endorsement will address the following competencies, which were published by Panhandle Area Educational Consortium (PAEC ) Instructional Services (1999). These competencies were compared and determined to be consistent with the National Standards for Athletic Coaches.

• Knowledge of Human Growth and Development 1. Recognize the physical, cognitive, social and emotional development of student athletes

including normative differences in chronological age groups, maturation, readiness to learn, train, and compete.

2. Identify learning and competitive experiences appropriate for student athletes at various stages of growth development.

3. Define individualized, age appropriate, non-injurious training methods for student athletes.

• Knowledge of Instruction as it Relates to Athletic Coaching

4. Select appropriate instructional strategies for athletic coaching. 5. Outline the development of athletic program philosophy, including goals and objectives. 6. Recognize the importance of pre-assessment in establishing instructional level. 7. Distinguish characteristics of coaching an activity or sport. 8. List feedback methods used in athletic coaching. 9. Define methods used to evaluate student athletes and program effectiveness. 10. Analyze and utilize evaluative data when redesigning programs. 11. Identify available and suitable professional resources for coaching.

• Knowledge of Biomechanical Foundations 12. Define normal human anatomical features and abnormal deviations. 13. Identify biomechanical principles and concepts appropriate to athletic coaching. 14. Apply appropriate physics principles in the acquisition of basic movement skills.

• Knowledge of Sport Injuries 15. Detect athletic injuries. 16. Select the appropriate athletic injury treatment modalities. 17. Identify appropriate first aid emergency planning and care procedures including:

cardiopulmonary resuscitation, the unconscious athlete, suspected head, neck, and spine injuries, and other life-threatening circumstances.

18. Select appropriate techniques for rehabilitation and reconditioning. 19. Identify the basic skills involved in athletic injury counseling. 20. Recognize safe playing conditions in order to facilitate injury prevention and enhance athletic

performance including:

selection of appropriate athletic uniforms, use of protective equipment, sanitary maintenance of uniforms and equipment, use of facilities, and avoidance of extreme weather conditions (e.g., heat, humidity, cold, lightning, etc.).

21. Identify appropriate athletic injury reporting systems. 22. Identify appropriate health-related policies and procedures for student athletes including:

Parental medical consent, referral procedures, and medical examinations. 23. Explain the importance and responsibility of the athletic trainer and on-call physician.

• Knowledge of Human Psychology 24. Recognize the psychological aspects of athletic coaching. 25. Identify instructional and humanistic coaching methods which assist student athletes in

developing appropriate self-perceptions. 26. Identify instructional and humanistic coaching methods which enhance appropriate and

constructive peer interactions. 27. Demonstrate by example the ability to recognize and take appropriate action relative to

problems among student athletes including: deficit academic performance, inappropriate behaviors occurring inside and outside the athletic context, substance abuse, depression, burnout, child abuse, and suicidal tendencies.

28. Define coaching motivational techniques including: awareness of performance enhancement techniques, visualization, stress reduction/relaxation, and attention focus.

29. Identify appropriate techniques for use in monitoring personal emotional self-control in athletic coaching situations.

• Knowledge of Physiological Principles 30. Identify basic training principles (e.g. overload, progression, and specificity).

31. Identify the variables by which overload can be modified. 32. Evaluate and interpret the results of pre-physical fitness and motor assessments. 33. Using evaluative data, apply principles of training to formulate individual and group

conditioning programs. 34. Explain body composition factors related to athletic performance potential including:

body weight as it affects performance and the percentage of body fat related to conditioning.

35. Identify environmental conditions and their effects on personal health, safety, and learning (e.g., temperature, humidity, lightning, etc.).

• Knowledge of Substance Use and Abuse 36. Identify the negative effects of drugs on personal health and athletic performance. 37. Identify legal consequences of drug-taking behavior. 38. Identify symptoms of substance abuse. 39. Identify referral techniques for student athletes with substance abuse problems.

• Knowledge of Nutrition Principles 40. Explain the relationship between nutritional needs and athletic training. 41. Evaluate the adequacy of diets in meeting the nutritional needs of student athletes. 42. Recognize fallacies and dangers underlying selected dietary plans and supplements. 43. Explain the relationship between food intake, body weight, physical activity, and health. 44. Determine the relationship of hydration and dehydration to physical performance.

• Knowledge of Legal Aspects Related to Athletic Coaching 45. Recognize tort liability in athletics including: knowledge of adequate instruction and proper

supervision. 46. Identify constitutional rights of student athletes:

with reference to discrimination(s), appropriate disciplinary techniques, and eliminating athletes from the team.

47. Identify the minimum insurance coverage areas necessary for an athletic program. 48. Identify state procedures and regulations governing athletic participation. 49. Identify legal precedents and actions in athletic coaching involving assault and battery, sexual

misconduct, and sexual harassment. • Knowledge of Public Relations Principles

50. Identify the elements of communication. 51. Recognize the importance of feedback to reduce distortion of the intended message. 52. Explain the importance of targeting a specific audience to promote an athletic program. 53. Identify methods to assess expectations of the school community, community at large, and

media. • Knowledge of Sport Management

54. Outline theoretical principles and strategies for successful athletic coaching. 55. Identify managerial principles in the use of equipment, facilities, and deployment of

personnel. 56. Outline athletic budget development and control procedures. 57. Define personnel and program evaluation techniques used in athletic coaching. 58. Distinguish between ethical and unethical coaching behavior.

VI. Instructional Design and Delivery

The SDOC Coaching Endorsement Program will be provided through an inservice program of three online and/or face-to-face inservice training components worth 60 inservice points each. The face to face and on-line portion of the curriculum is provided through The American Sport Education Program (ASEP). After registering for the curriculum through ASEP, prospective coaches receive all the materials by mail, complete the courses and take an on-line test. The School District of Osceola County has access to and reviews the progress of each participant. If an offering becomes unavailable for any reason, an equivalent online or face-to-face course of instruction, fully approved by the Florida Department of Education, will be substituted.

The curriculum consists of an on-line study guide (which directs participants through a series of interactive learning experiences to help with understanding and use of the course content) as well as a variety of supplemental student resource materials including PDF downloads, printed texts, and CD-ROMs. As participants progress through the course, they will be prompted to read sections of the text or view clips from the course CD-ROM before completing course units. They will receive instant feedback on the answers they provide throughout the course.

The on-line curriculum is designed to place the student in simulated game and practice situations and to give a meaningful opportunity to interact with the subject matter in a way that facilitates learning.

Course Descriptions

Coaching Theory The text, Successful Coaching, Fourth Edition and two CD-ROMs of video clips give learners an engaging, interactive experience. Geared toward serious coaches (those who coach athletes age 14 and older) the course is designed to challenge coaches to define who they are as coaches (philosophy, objectives, and style); enhance communication and motivational skills; become more effective teachers and trainers; and improve team, relationship, risk, and self-management skills. Coaching Principles covers the fundamentals of being a successful coach.

Care and Prevention of Athletic Injuries

Risk management is an important concern in today’s athletic environment. What coaches don’t know about injury prevention, evaluation, and treatment could have serious implications for athletes, organizations, schools, and/or districts. The text, Sport First Aid, Fourth Edition, and the CD-ROM of video clips combine to give learners an engaging, interactive experience. The course provides coaches with clear instruction on proper first aid administration based on the latest health care research and best practices.

Sport-Specific

There are numerous sport specific courses offered in conjunction with ASEP on-line. They include baseball, basketball, cheerleading, football, golf, soccer, softball, strength and conditioning, swimming, tennis, track and field, volleyball, and

wrestling. The on-line curriculum draws content from textbooks and CD-ROMs. The courses are designed to help coaches learn how to teach technical and tactical skills and are suitable for high school coaches, serious club coaches, undergraduate students, and advanced coaches at the youth level.

Face to face courses will be identical to or very similar to the instructional experiences provided online.

A. Instructional Strands

V. Instructional Design and Delivery—Instructional Strands Instructional Strand: General Coaching Theory

Instructional Strand: Theory and Practice of Coaching a Specific Sport

Instructional Strand: Care and Prevention of Athletic Injuries

Legal aspects Human growth and development Psycho-social development Bio-physiological foundations Sports management Instruction

Liability FHSAA / State policies Characteristics of student athletes Stress management Communication Skill progression Training programs Coaching philosophy Teaching sport skills Time management Managing parents Athletic organization Practice / Seasonal planning Budget Public relations Student rights Test liability Growth development Evaluation of program

Nutrition Injury detection Injury treatment Rehabilitation and reconditioning Injury counseling Injury prevention General first aid Emergency planning CPR Inservice training Substance abuse Health-related policies Mental health AIDS Communicable diseases Sports medicine Effects and dangers of drug use Effects and dangers of performance-enhancing drugs

B. Training Components

1011421 Care and Prevention of Athletic Injuries—Face to Face and / or online courses are offered 2011527 Coaching Theory—Face-to-face and / or online courses are offered 2011526 Sport Specific—Face-to-face and / or online courses are offered

OFFICE OF PROFESSIONAL DEVELOPMENT MASTER INSERVICE PLAN COMPONENT

COMPONENT NUMBER: 1011421 COMPONENT TITLE: Care and Prevention of Athletic Injuries (Sports

Medicine) DATA ELEMENTS: Primary Purpose (PP) A

Delivery Method (DM) A/B Evaluation F Follow-up Method (FM) O

MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: To acquire the knowledge and skills that will enable participants to prevent, detect, and treat athletic injury, support rehabilitation, and provide appropriate reconditioning and counseling for the student athlete. SPECIFIC OBJECTIVES: 1. Demonstrate thorough knowledge of athletic nutrition.

2. Demonstrate the ability to advise athletes concerning nutrition.

3. Demonstrate the skills needed to recognize athletic injuries.

4. Demonstrate the ability to select appropriate athletic injury treatment and modalities.

5. Identify appropriate first aid emergency planning and care procedures for cardiopulmonary

resuscitation and related activities.

6. Identify appropriate first aid emergency planning and care procedures for treatment and care

of unconscious athletes.

7. Identify appropriate first aid emergency planning and care for other life‐threatening

circumstances.

8. Demonstrate the ability to choose and employ acceptable rehabilitation and reconditioning

techniques.

9. Demonstrate an understanding of athletic injury counseling methodology.

10. Demonstrate knowledge of playing conditions and athletic facilities that will facilitate injury

prevention and enhance athletic performance.

11. Demonstrate ability to select athletic uniforms and protective equipment that will facilitate

injury prevention and enhance athletic performance.

12. Demonstrate ability to maintain athletic facilities, uniforms, and equipment in appropriate sanitary

condition.

13. Identify accepted methods for conduct of inservice training.

14. Demonstrate an understanding of athletic injury reporting systems.

15. Identify major characteristics of illegal substance use problems.

16. Identify the effects and dangers of illegal drug use, including performance enhancing drugs.

17. Demonstrate understanding of appropriate referral process for athletes who show signs of illegal

drug use.

18. Demonstrate knowledge of appropriate policies and procedures regarding parental medical

consent.

19. Demonstrate ability to establish appropriate policies and guidelines regarding the health of athletes.

20. Demonstrate knowledge of appropriate referral procedures.

21. Demonstrate ability to establish appropriate policies and guidelines regarding medical

examinations.

22. Demonstrate knowledge of the role and importance of the athletic trainer.

23. Demonstrate knowledge of the role and importance of the on‐call physician.

24. Exhibit a basic understanding of anatomy and physiology as related to sports medicine

25. Demonstrate understanding of the importance of lifelong knowledge of sports medicine.

SPECIFIC ACTIVITIES: Component activities shall consist of methods, techniques, and recommended operational procedures by certified trainers and physicians by lectures, online delivery, demonstrations, and individual/group applications. Activities will include, but not be limited to, the following:

1. The component will provide for individualized and/or small group directed activity.

2. Participants will attend and take part in district or school‐based workshops or online courses.

3. Participants will take part in instructional activities that will include a combination of lecture,

demonstration, role‐playing and simulations, observations, discussion, review of appropriate media

and materials, and brief quizzes.

4. Participants will complete other activities designed by the instructor to provide an opportunity to demonstrate required competencies.

FOLLOW-UP: 1. Participant oral reflections 2. Participant written reflections 3. Participant portfolio 4. Participant product 5. Direct observation

EVALUATION: To the satisfaction of the instructor, each participant will: 1. Submit an acceptable narrative, product, or oral report as required by the instructor.

2. Demonstrate successful implementation of ideas, activities or recommendations as observed by

the instructor or a designated supervisor.

3. Complete pre- and post-tests on the elements and principles of sports medicine. 4. Pass the post-test with 80% accuracy and demonstrate increased competency on 80% of the

specific objectives of the component. 5. Complete any other assessment procedure required by the instructor. 6. Complete an evaluation of the effectiveness of both the component and the instructor.


COMPONENT NUMBER:

COMPONENT TITLE:

DATA ELEMENTS:

2011527

Coaching Theory

Primary Purpose (PP)

A Delivery Method (DM)

Evaluation Follow-Up Method (FM)

A/B F O

MAXIMUM POINT VALUE: 60

SCOPE: All Personnel

GENERAL OBJECTIVE: To acquire additional knowledge, methods, and skill application that will improve coaching effectiveness.

SPECIFIC OBJECTIVES: 1. Demonstrate proficiency in understanding of the legal aspects of tort liability in athletics.

2. Demonstrate knowledge of the legal requirements for adequate care.

3. Demonstrate understanding of the legal requirements for proper supervision.

4. Understanding of the constitutional rights of student athletes in terms of ethnic or other

discrimination.

5. Understanding of the legal aspects of disciplinary techniques.

6. Understanding of legal decision‐making strategy in eliminating athletes from a team.

7. Identify minimum necessary athletic insurance coverage(s).

8. Recognize and adhere to appropriate state and local policy and procedure regulations governing

athletic participation.

9. Understand contractual law as applied to athletic coaching.

10. Be cognizant of appropriate coach/athlete interpersonal relations.

11. Be aware of legal precedents and actions in athletic coaching regarding sexual misconduct.

12. Be aware of legal precedents and actions in athletic coaching regarding sexual harassment.

13. Be aware of legal precedents and actions in athletic coaching regarding assault/battery.

14. Demonstrate an understanding of the characteristics of student athletes regarding normative

differences in chronological age.

15. Demonstrate an understanding of the characteristics of student athletes regarding maturational

differences.

16. Demonstrate an understanding of the characteristics of student athletes regarding readiness to

learn.


train.


compete.

19. Distinguish the experiences appropriate for student athletes at various stages of growth and

development.

20. Determine individualized, age‐appropriate, non‐injurious training methods for student athletes.

21. Understand the psychological aspects of athletic coaching.

22. Identify instructional and humanistic coaching skills which assist student athletes to develop

appropriate self‐perceptions.

23. Identify instructional and humanistic coaching skills which enhance appropriate and constructive

peer interactions.

24. Demonstrate the ability to recognize and take appropriate action in the event of problems among

student athletes related to deficits in academic performance.


student athletes related to inappropriate behaviors/appropriate corrective measures.


student athletes related to inability to get along with others.


student athletes related to inappropriate behaviors occurring outside the athletic context.


student athletes related to substance abuse.


student athletes related to depression.


student athletes related to burnout.


student athletes related to child abuse.


student athletes related to suicidal tendencies.

33. Demonstrate proficiency in the use of appropriate motivational techniques for student athletes.

34. Demonstrate awareness of visualization as a performance enhancement technique.

35. Demonstration of awareness of stress reduction and relaxation as a performance enhancement

technique.

36. Demonstration of awareness of attention focus as a performance enhancement technique.

37. Identify appropriate techniques for use in monitoring personal emotional self‐control in all athletic

coaching situations.

38. Determine personal physical and emotional status of well‐being as an athletic coach.

39. Demonstrate understanding of effective interpersonal communication with athletes, parents, other

coaches, administrators, other members of the school community, the media, and the public at

large.

40. Identify suitable and available professional resources for athletic counseling.

41. Demonstrate current knowledge of normal human anatomical features and abnormal deviations.

42. Identify knowledge of biomechanical principles appropriate to athletic coaching

43. Demonstrate understanding of the principles of physics that form the basis of skills acquisition.

44. Demonstrate knowledge of biomechanical concepts as applied in athletic coaching.

45. Demonstrate understanding of exercise physiology as it relates to athletic coaching.

46. Demonstrate understanding of training programs for sport and the ability to implement appropriate

programs.

47. Demonstrate knowledge of the effects of such environmental conditions as temperature, humidity,

lighting, etc. and their effects on training and learning.

48. Demonstrate understanding of body composition factors related to athletic performance.

49. Demonstrate understanding of body weight as related to athletic performance.

50. Demonstrate understanding of percentage of body fat as related to athletic conditioning.

51. Demonstrate knowledge of theoretical principles and strategies for successful athletic coaching.

52. Demonstrate an understanding of managerial skills in the use of equipment, facilities, and the

deployment of personnel.

53. Demonstrate the ability to manage a budget.

54. Demonstrate knowledge of program evaluation.

55. Demonstrate knowledge of personnel evaluation.

56. Demonstrate ethical behaviors and decision‐making in personal relations with others.

57. Demonstrate knowledge of sound instructional strategies in coaching.

58. Demonstrate ability to formulate an appropriate program philosophy, goals, and objectives.

59. Demonstrate the ability to plan content, develop procedures, and use instructional resources

appropriately.

60. Demonstrate the ability to coach an athletic activity successfully.

61. Demonstrate the ability to evaluate and re‐evaluate students.

62. Demonstrate the ability to evaluate program effectiveness.

63. Demonstrate the ability to give and receive constructive feedback.

64. Demonstrate the ability to redesign programs as appropriate.

SPECIFIC ACTIVITIES: 1. The component will provide for individualized and/or small group directed activity. 2. Participants will attend and take part in district or school‐based workshops or online courses. 3. Participants will take part in instructional activities that will include a combination of lecture,

demonstration, role‐playing and simulations, observations, discussion, review of appropriate media and materials, and brief quizzes.


FOLLOW-UP: 1. Participant oral reflection. 2. Participant written reflections. 3. Participant portfolio. 4. Participant product. 5. Direct observation

EVALUATION: To the satisfaction of the instructor, each participant will: 1. Submit an acceptable narrative, product, or oral report as required by the instructor. 2. Demonstrate successful implementation of ideas, activities or recommendations as

observed by the instructor or a designated supervisor.

3. Complete pre- and post-tests on the elements and principles of coaching theory. 4. Pass the post-test with 80% accuracy and demonstrate increased competency on 80% of the



COMPONENT NUMBER:

COMPONENT TITLE:

DATA ELEMENTS:

2011526

Coaching a Specific Sport

Primary Purpose (PP)

A Delivery Method (DM)

Evaluation Follow-Up Method (FM)

A/B F O

MAXIMUM POINT VALUE: 60


GENERAL OBJECTIVE: The objective of this component is to enable participants to acquire additional knowledge, methods, trends, and skill application in the coaching of a selected interscholastic sport.

SPECIFIC OBJECTIVES: 1. Identify the importance of a selected interscholastic sport as a lifelong activity. 2. State the importance of a selected interscholastic sport as a part of our culture. 3. Identify the rules and terminology used in a selected interscholastic sport. 4. Identify the strategies of team and/or individual play in a selected interscholastic sport. 5. Identify the strategies of individual position play in a selected interscholastic sport. 6. Exhibit knowledge of safety practices necessary to participate in a selected interscholastic sport. 7. State the physical fitness value derived from participation in selected interscholastic sports. 8. Identify the skills necessary to participate in selected interscholastic sports. 9. State the social skills derived from participation in selected interscholastic sports. 10. Identify positive sportsmanship techniques in participating in selected interscholastic sports. 11. Identify new methods and techniques for more effective coaching in selected interscholastic sports. 12. Identify innovative methods of organizing and administering a selected interscholastic sport. 13. Identify national, state, local policy revisions that will affect the administering of a selected

interscholastic sport. 14. Exhibit a basic understanding and knowledge of sport medicine as it pertains to selected

interscholastic sports. 15. Exhibit a basic understanding in the recognition, treatment, and evaluation of athletic injuries in

selected interscholastic sports.

SPECIFIC ACTIVITIES: 1. The component will provide for individualized and/or small group directed activity. 2. Participants will attend and take part in district or school‐based workshops or online courses. 3. Participants will take part in instructional activities that will include a combination of lecture,

demonstration, role‐playing and simulations, observations, discussion and review of appropriate

media and material. 4. Participants will complete other activities designed by the instructor to provide an

opportunity to demonstrate required competencies.

FOLLOWUP: 1. Participant oral reflections 2. Participant written reflections 3. Participant portfolio 4. Participant product 5. Direct observations EVALUATION: To the satisfaction of the instructor, each participant will: 1. Submit an acceptable narrative, product, or oral report as required by the instructor. 2. Demonstrate successful implementation of ideas, activities or recommendations as

observed by the instructor or a designated supervisor. 3. Complete pre- and post-tests on the elements and principles of coaching a specific sport. 4. Pass the post-test with 80% accuracy and demonstrate increased competency on 80% of the


C. Matrix

Component Name

Specific Objective Number

Competency Number Method of Competency

Demonstration

1 40, 41, 42, 43, 44 Portfolio Assignment Portfolio Assignment &

2 40, 41, 42, 43, 44

3 155

4 16

First Aid Certification Portfolio Assignment &

CPR & First Aid Certification

Portfolio Assignment & CPR & First Aid

Certification

Care and Prevention of Athletic Injuries

(Component #1011421)

5 17 Portfolio Assignment 6 17 Portfolio Assignment 7 17 Portfolio Assignment 8 18 Portfolio Assignment 9 19 Portfolio Assignment 10 20 Portfolio Assignment 11 20 Portfolio Assignment 12 20 Portfolio Assignment 13 11 Portfolio Assignment 14 21 Portfolio Assignment 15 36, 37, 38, 39 Portfolio Assignment 16 36, 37, 38, 39 Portfolio Assignment 17 36, 37, 38, 39 Portfolio Assignment 18 22, 23 Portfolio Assignment 19 22, 23 Portfolio Assignment 20 22, 23 Portfolio Assignment 21 22, 23 Portfolio Assignment 22 22, 23 Portfolio Assignment 23 22, 23 Portfolio Assignment 24 12, 13, 14 Portfolio Assignment 25 11 Portfolio Assignment

SpecificObjectiveNumber

Method of CompetencyDemonstration

Component Name Competency Number

1 45 Portfolio Assignment2 45 Portfolio Assignment3 45 Portfolio Assignment4 46 Portfolio Assignment5 46 Portfolio Assignment6 46 Portfolio Assignment7 47 Portfolio Assignment8 48 Portfolio Assignment9 48 Portfolio Assignment10 7, 29, 58 Portfolio Assignment11 49 Portfolio Assignment12 49 Portfolio Assignment13 49 Portfolio Assignment14 1 Portfolio Assignment15 1 Portfolio Assignment16 1 Portfolio Assignment17 1 Portfolio Assignment

Coaching Theory 18 1 Portfolio Assignment(Component 19 2 Portfolio Assignment#2011527) 20 3 Portfolio Assignment

21 24, 25, 26, 27 Portfolio Assignment 22 24, 25, 26, 27 Portfolio Assignment 23 24, 25, 26, 27 Portfolio Assignment 24 24, 25, 26, 27 Portfolio Assignment 25 24, 25, 26, 27 Portfolio Assignment 26 24, 25, 26, 27 Portfolio Assignment 27 24, 25, 26, 27 Portfolio Assignment 28 24, 25, 26, 27 Portfolio Assignment 29 24, 25, 26, 27 Portfolio Assignment 30 24, 25, 26, 27 Portfolio Assignment 31 24, 25, 26, 27 Portfolio Assignment 32 24, 25, 26, 27 Portfolio Assignment

33 28, 29, 24, 50, 51, 52,

53, 11 Portfolio Assignment

34 28, 29, 24, 50, 51, 52,


35 28, 29, 24, 50, 51, 52,


36

37

39

28, 29, 24, 50, 51, 52,


28, 29, 24, 50, 51, 52,


28, 29, 24, 50, 51, 52, 38


28, 29, 24, 50, 51, 52,


28, 29, 24, 50, 51, 52, 40


41 12 Portfolio Assignment 42 13, 14 Portfolio Assignment 43 13, 14 Portfolio Assignment 44 13, 14 Portfolio Assignment

Coaching Theory (Component #2011527) [continued]

45 30, 31, 32, 33, 34, 35 Portfolio Assignment 46 30, 31, 32, 33, 34, 35 Portfolio Assignment 47 30, 31, 32, 33, 34, 35 Portfolio Assignment 48 34 Portfolio Assignment 49 34 Portfolio Assignment 50 34 Portfolio Assignment 51 54 Portfolio Assignment 52 55 Portfolio Assignment 53 56 Portfolio Assignment 54 57 Portfolio Assignment 55 57 Portfolio Assignment 56 58 Portfolio Assignment 57 4, 5, 6, 7, 8, 9, 10 Portfolio Assignment 58 4, 5, 6, 7, 8, 9, 10 Portfolio Assignment 59 4, 5, 6, 7, 8, 9, 10 Portfolio Assignment 60 4, 5, 6, 7, 8, 9, 10 Portfolio Assignment 61 4, 5, 6, 7, 8, 9, 10 Portfolio Assignment 62 4, 5, 6, 7, 8, 9, 10 Portfolio Assignment 63 4, 5, 6, 7, 8, 9, 10 Portfolio Assignment 64 4, 5, 6, 7, 8, 9, 10 Portfolio Assignment

SpecificObjectiveNumber

Method of CompetencyDemonstration

Component Name Competency Number

Sport Specific (Component #2011526)

1 2 Portfolio Assignment 2 5 Portfolio Assignment 3 4 Portfolio Assignment 4 4 Portfolio Assignment 5 4 Portfolio Assignment 6 3, 20 Portfolio Assignment 7 3, 9 Portfolio Assignment 8 6, 14 Portfolio Assignment 9 1, 25, 26, 27, 29 Portfolio Assignment 10 1, 24, 25, 26, 29 Portfolio Assignment 11 4, 10, 11 Portfolio Assignment 12 54, 55, 57 Portfolio Assignment 13 11, 47, 48 Portfolio Assignment

14 12, 15, 16, 17, 18, 19,

20, 21, 22, 23

15 12, 15, 16, 17, 18, 19,

20, 21, 23

Portfolio Assignment

Portfolio Assignment & CPR & First Aid

Certification

C. Instructors

Instructors will be coaches employed within the district or in other educational institutions, or current coaches who possess their Athletic Coaching Endorsement. A minimum of three years’ experience as an athletic coach is required and all instructors must have successfully completed the course, being taught, with a passing score of 90% or better.

VI. Completion Requirements

Successful completion of 180 inservice points, consistent with the program requirements section of this document (II.B.), as indicated by district inservice records, and a valid CPR certificate issued by the American Heart Association, the American Red Cross, or an entity approved by the Florida Department of Health, shall constitute program completion. The Director of Professional Development will verify the participant’s inservice credit applicable for the addition of the Athletic Coaching Endorsement to his/her Florida Educator’s Certificate. The individual seeking the addition of the Athletic Coaching Endorsement to a Florida Educator’s Certificate shall confer with the District’s Office of Certification regarding the formal application process to the Florida Department of Education.

VII. Program Evaluation

This program is designed (Per S.S 1012.55 (2)a ) to provide those employees non certified in Education, or hired to coach after July 1, 2013 and assigned to coach an athletic sport with specific training, to increase their knowledge of managing, teaching, coaching, and supervising students in athletic activities. The evaluation process will include participant performance, component effectiveness, and program effectiveness in order to inform program decisions.

A. Participant Evaluation

1. Participants must demonstrate an 80% mastery level of component-specific competencies on a component post-test or other appropriate assessment instrument.

2. Required activities consistent with the component description must be completed and must meet the standards of the instructor.

3. A capstone project will be designed by the instructor to elicit demonstration of skills and competencies gained in the component.

B. Component Evaluation Participants and instructors will assess the degree to which course activities enabled participants to demonstrate mastery of specific component competencies.

C. Program Evaluation

At least 90% of program participants will successfully demonstrate skills and competencies as specified in the program. Participants, instructors, and Professional Development personnel will evaluate components and the program in terms of knowledge gained, usefulness, materials used, and effects on coaches, student athletes, and athletic coaching environments.

Instructors will be evaluated through a combination of participant completion of a staff development evaluation form or other end-of-course survey and course observation by Professional Development personnel.

VIII. Management

A. Director of Professional Development The Director of Professional Development will serve as coordinator of all inservice endorsement programs and will work with the Program Coordinator for Athletics in the District to coordinate program implementation.

B. Master Inservice Plan

The Coaching Endorsement components will be included in the Master Inservice plan and can be used to renew teaching certificates as well as to add coverage to a certificate, provided that current rules governing renewal of certificates are followed.

C. Records

Participants: The District will maintain inservice records that indicate successful completion, dates of participation, component numbers, transfer credit and all other necessary data for each participant. Component: For each component offered, the District will maintain a file that contains performance and other evaluative data, dates of inservice activities, participant data, and other necessary information.

D. Candidate Application and Admission

Candidates for admission into the School District of Osceola County Athletic Coaching Endorsement program must meet the following three requirements: 1. Must be employed as a teacher and/or as an athletic coach in the School District of

Osceola County. 2. Instructional personnel must possess a current Florida Professional Educator’s

Certificate in at least one academic subject area. 3. Must be recommended by a School Principal and / or Athletic Director. 4. Must pass a background check and attend training in Child Abuse and Professional

Ethics. Qualified candidates for the Athletic Coaching Endorsement Program will indicate their interest and will be admitted to the program by registering for one of the components described in this document.

E. Advisement

Each applicant will receive information pertaining to the Coaching Endorsement Add-on Program and the requirements for obtaining the endorsement. The Professional Development office will keep inservice records up to date. The Director of Professional Development will analyze official university transcripts and inservice participation transfer records to determine credit for prior work.

F. Attendance

Attendance will be monitored in accordance with District inservice procedures. Participants must attend classes as scheduled unless the instructor approves an absence. Any excused absence will be satisfied according to procedures specified by the instructor. Participants in online classes must meet all participation requirements specified by the facilitator. Inservice points will be awarded based on full completion of requirements. No credit will be awarded for partial completion.

G. Transfer and Utilization of Credit (college or inservice)

Successfully completed college coursework may be transferred into this endorsement program. Courses to be transferred must each be equivalent to a minimum of 60 inservice points (3 semester hours) and must match the content provided in the components listed

in the inservice components included in this document. A grade of “C” or greater is required for transfer. Candidates for the Coaching Endorsement program must complete an Inservice Credit Request to transfer university courses to the endorsement program. The Director of Professional Development will review all Inservice Credit Requests for transfer and approve or disapprove them. The candidate’s inservice record will reflect transferred points.

Inservice points earned in Coaching Components under an approved Master Inservice Plan in another Florida District may be transferred into this program. Inservice courses to be transferred must each be equivalent to a minimum of 60 inservice points and must match the content provided in the components described in this document. An appropriate member of the District staff from which inservice points are being transferred must verify successful completion. Candidates who wish to transfer inservice points from another Florida District must contact the District in which the coaching credit was earned and request a transfer to the School District of Osceola County with verification of the coaching component content and other necessary data. The Director of Professional Development will review all requests for transfer and determine appropriate credit.

H. Certificate of Completion

Candidates for the coaching endorsement must complete all requirements and submit evidence thereof along with their current Professional Educator’s Certificate and a written request to the Professional Development office. If the application involves transferring college course credit, an official college transcript showing a grade equivalent of at least a “C” must be forwarded to the Professional Development office. The Director of Professional Development will review and act on each request for transfer of credit.

Successful completion of 180 inservice points, consistent with the program requirements section of this document (II.B.), as documented by District inservice records, and a valid CPR certificate issued by the American Heart Association, the American Red Cross, or an entity approved by the Florida Department of Health, shall constitute program completion. The Director of Professional Development will verify the participant’s credit and completion of the Coaching Endorsement Program, which will enable the participant to add the Coaching Endorsement to his/her Florida Educator’s Certificate.

IX. School Board Approval

Attached following this page.

Certificate of Acceptance

by

The School District of Osceola County

of the

Athletic Coaching Endorsement Request for Renewal

June 2013

Melba Luciano, Superintendent Date

Jay Wheeler, Chairperson Date

THE SCHOOL DISTRICT OF OSCEOlA COU NlY, FLOR I DA COACHI NG E NDORSEME NT CERTI FICATION R ECORD

This form is to be completed for anyone apptyingfor "Coaching Endorsement Certification" as verification of applicant's readiness.

NAME

-------- l.b:t --------------

Fi';-:. ---------· -M-l -------------

SCtiOOL OISlR ICT EMPLOY EE? O ves 0No lf yes, W OR:KSITE _

POSITION _

CE RTIFICATICN VERI FICATION:

CARE AND PREVENTION OF ATHLETIC lt'IIJURIES (60 !'lours)

COACHING THEORY (60!'lours)

TH EORY AN D PRACTIOF COAOtlt-IG A SPECI FICSPOF;T (60 hours)

CURRENTCPR CERTIFI CATI ON-----------------------------

College courses may be substituted for any of the above components for which the course descriptions match the

Osceola ColntY Master lnsetvice Pla n.

WEJl:E ANY or THE COURSES TAKEN THROUGH A COUEGE OR UNIVERSITY ? 0Yes 0No

(f YES:

COURSE NAM E/NU MBER SCHOOL

OOURSE NAME/NUMBER ,SCHOOL

OOURSE NAME/NUMBER .SCHOOL

PROFESSIONAL DEVELOPM ENT USE ONlY

VERIFI CATI Oft Of SOOC COMPLETI ON: Care andPrevention olAtt'll eticI njuries POSTED _

coad i ngi Theory POSTED ------

coad1i ng a Specific Sport POSTED _

l verlfy t.t'lat the above named ndividuaJ has completedallthe requ remnts for COACH.ING ENDORSEMENTRTIF CATION

as outfinedin the STATE APPROVED ADO-oNCERTIFICATI ONPROGRAM.

DIRECTOR OF PROFESSI ONAL DEVELOPMENT SI GNATURE DATE

AnEqualOpportunity Agency FC.710.2347 (01/19/06)

The School District of Osceola County, Florida TRANSFER OF COLLEGE CREDIT COACHING

1. Name

2. School

3. Social Security Number

4. State Department of Education Number The attached college transcripts are submitted as part of the coaching endorsement program. These courses meet the requirements of the following component(s) in the approved Osceola County for Coaching Endorsement Program.

1.

Component/Title

College Course Title

2.

3.

4.

5.

6.

Athletic Supervisor Date

Director of Professional Development Date

Participant's Signature Date

FOR USE BY PROFESSIONAL DEVELOPMENT OFFICE

No. Points Approved No. Points Not Approved

Comments:

Date Director or Designee

NAME: ID #

SCHOOL: EMAIL

Please check all that apply;

I am planning to add Athletic Coaching to my current Florida teaching certificate. I

A understand that I will need to complete the three courses covering the topics prescribed by the State Board of Education Rule 6A-4.0282. I also understand that I must earn the full 60 points available for each completion.

I do not currently hold a valid teaching certificate and am interested in coaching a school team. I understand that I may complete these three courses and apply for a renewable certificate for part-

B time athletic coaching as provided in State Board of Education Rule 6A-4.0292. This certificate process does not fall under the add-on or endorsement rule but does follow the process for applying for a regular part-time certificate.

I hold certification in Athletic Coaching or Physical Education on a current valid certificate

C and wish to complete on or more of the Coaching Endorsement courses to earn in-service points for certificate renewal.

I have obtained approval from the Director of Professional Development in my district to

D enroll in this course as verified by his / her signature below.

Signature of Registrant Date

Coaching Position at School DOE Cert # (If Applicable)

Signature of Principal and or Athletic Director Date

Signature – Coordinator of Athletics, JROTC and Drivers Education Date

Signature - District Director of Professional Development Date

• Please note:

• Applicants must return completed form to Coordinator of Athletics, JROTC and Drivers Education.

The School District of Osceola County, Florida


Alternatives for Exceptional Student Educators (PDA-ESE)

Professional Development Offered by FDLRS


The School District of Osceola County, Florida MICHAEL A. GREGO, Ed.D. – SUPERINTENDENT

817 BILL BECK BOULEVARD KISSIMMEE, FLORIDA 34744-4495 PHONE: (407) 870-4600 FAX: (407) 870-4010 www.osceola.k12.fl.us

September 3, 2008

Ms. Denise Scheidler, Program Specialist Florida Department of Education Educator Recruitment, Development, and Retention Turlington Building, Suite 124 325 West Gaines Street Tallahassee, Florida 32399-0400 Ms. Scheidler: On behalf of the School District of Osceola County, Florida, I would like to request approval of the District’s ESE Add-On Certification Program. We received assistance from FDLRS in the development of the plan. The ESE Add-On Certification Program was approved during the regularly scheduled meeting of the School Board of Osceola County on September 2, 2008. We appreciate your consideration of this request. Sincerely, Mark A. Munas Director of Professional Development Cc: Dr. Michael A. Grego, Superintendent Dr. Beverly Carbaugh, Deputy Superintendent Sonya Butler, Coordinator of Certification Services

SCHOOL BOARD MEMBERS

THOMAS E. CHALIFOUX, JR. DISTRICT NO. 2-KISSIMMEE

PHONE: 407-846-0977

TOM GREER DISTRICT NO. 4-KISSIMMEE

PHONE: 407-892-8200

JOHN MCKAY DISTRICT NO. 5-ST. CLOUD

PHONE: 407-957-4056

DAVID STONE DISTRICT NO. 3-KISSIMMEE

PHONE: 407-933-2700

JAY WHEELER DISTRICT NO. 1-KISSIMMEE

PHONE: 407-390-0505

ADMINISTRATIVE COMPLEX OFFICES:

Alternative Programs 2220 E. Irlo Bronson Memorial

Highway, Suite 7 Kissimmee, FL 34744-4495

PHONE: 407-343-8713 FAX: 407-343-8776

Exceptional Student Education

805 Bill Beck Boulevard Kissimmee, FL 34744-4495

PHONE: 407-343-8700 FAX: 407-343-8775

Facilities

809 Bill Beck Boulevard Kissimmee, FL 34744-4495

PHONE: 407-518-2964 FAX: 407-518-2985

Professional Development 799 Bill Beck Boulevard

Kissimmee, FL 34744-4495 PHONE: 407-518-2940

FAX: 407-518-2988

Student Services 801 Bill Beck Boulevard

Kissimmee, FL 34744-4495 PHONE: 407-870-4897

FAX: 407-870-4629

Program Description

Professional Development Alternatives for Exceptional Student Educators, (PDA-ESE) is a Florida Department of Education online professional development program. The eight PDA-ESE modules are designed to provide Florida teachers with widely available, easily accessible, opportunities to increase their competencies in the area of exceptional student education. The purpose of PDA-ESE is to increase teacher knowledge and skills through a "user-friendly" online delivery format.

There are currently eight PDA-ESE modules available.

Foundations of Exceptional Education Assessment and Evaluation Instructional Practices Positive Behavior Support Language Development and Communication Skills Interpersonal Interactions and Participation Transition

Differentiating Reading Instruction for Students: Making It Explicit Research, theory and application are coupled with teacher-focused learning strategies in each online module to promote a thorough understanding of exceptional student education. Each module is worth 60 in-service points (or the equivalent of 3 credit hours for those teaching out of field), with the exception of the Interpersonal Interactions and Participation module, which is worth 30 points.

The modules are correlated to the competencies used to develop the ESE K-12 certification coverage, which became effective in Florida in July 2002. The areas of competencies are:

Knowledge of Foundations of Exceptional Student Education Knowledge of Assessment and Evaluation Knowledge of Instructional Practices in Exceptional Student Education Knowledge of Assessing, Designing, and Implementing Positive Behavior Supports Knowledge of Language Development and Communication Skills Knowledge of Skills Related to Teaching Interpersonal Interactions and Participation Knowledge of the Transition Process

Knowledge of the Differentiating Reading Instruction for Students: Making It Explicit Research

PDA-ESE: ASSESSMENT AND EVALUATION Max. Points: 60 Target Group: Developed by the Florida DOE as an online learning experience, this module is designed to provide a professional development opportunity for individuals working with students with disabilities. This component is intended to be completed in its entirety. Therefore, no partial credit will be granted. This online learning experience, when completed in its entirety, is approved to fulfill three (3) hours of the “out of field” credit requirement for teachers who are teaching outside their area of certification in ESE classrooms. General Objective: To enable instructional personnel to develop, increase and demonstrate knowledge and skills in identifying the purposes, legal and ethical principles, appropriate formal and informal instruments, and alternate strategies for the assessment and evaluation of students with disabilities. Emphasis will include interpretation and application of results. Specific Objectives: Upon completion of this component, participants will be able to:

1. Identify the purposes of assessment (e.g., screening, eligibility, diagnosis, identification of relevant instructional content, and effectiveness of instruction).

2. Review the historical events of assessments for special education students. 3. Define key assessment terminology. 4. Identify key federal and state laws that guide evaluation practices for students with

disabilities. 5. Describe the role of multi-disciplinary teams in conducting a comprehensive educational

evaluation and the importance of understanding nondiscriminatory assessment practices. 6. Describe parent participation in terms of consent, input, and procedural safeguards. 7. Identify and describe the function of evaluation when determining eligibility for special

education services, including the role of independent evaluations. 8. Identify and describe required components of the IEP document. 9. Identify the procedures and components required for reevaluation of a student with a

disability. 10. Identify and describe the document which reflects state and local policies in the evaluation,

eligibility and placement of students with disabilities. 11. Describe the importance of professional standards when administering tests (i.e.

confidentiality, adherence to test protocols, etc.). 12. Identify the factors that influence disproportionate representation of students from diverse

cultural and linguistic backgrounds in programs for students with disabilities. 13. Identify the implications for assessment and the instructional strategies for teaching

culturally diverse students. 14. Review national, state, and local data related to disproportionate representation of

minorities identified as having a disability. 15. Analyze purposes, strengths, and limitations of standardized assessments. 16. Analyze purposes, strengths, and limitations of informal assessments.

17. Identify characteristics and purposes of assessment used for eligibility. 18. Identify the roles and characteristics of the Florida Comprehensive Assessment Test (item

specifications, test formats, grade levels, scoring and reporting, and use of results). 19. Analyze the accountability and assessment requirements of No Child Left Behind. 20. Describe the Florida Reading First Assessment Plan. 21. Identify effective strategies or techniques to strengthen the connection between assessment

and instruction. 22. Describe Alternate Assessment (definition, purpose, federal, and state laws). 23. Identify the requirements and levels of functioning for students who need an alternate

assessment. 24. Identify and describe the most commonly used alternate assessments in the State of Florida. 25. Describe the process of data collection and reporting on the Florida Alternate Assessment

Report. Description of Activities: Participants will achieve mastery of the objectives by completing the online module, in its entirety, which includes the following directed activities, referenced within the module, and appropriate to the various areas of content: 1. Review all module content and related professional articles, and provide summaries/comparisons

as directed. 2. Research, identify and describe assessment instruments for specific evaluation tasks. 3. Complete multiple choice, true-false, matching and fill-in-the-blank comprehension checks. 4. Review and correctly use key assessment terms. 5. Demonstrate knowledge of the purposes of assessment via a matching comprehension check. 6. Review and describe the legal problems and ethical principles associated with assessment and

evaluation. 7. Analyze and present the issues concerned with the over-representation of culturally and

linguistically diverse students in the assessment process. 8. Identify and evaluate positive teacher behaviors and strategies for reducing the over-

representation of culturally and linguistically diverse students in the assessment process. 9. Identify and describe a formal assessment including its strengths and weaknesses. 10. Apply knowledge of informal assessments to a planned unit of instruction. 11. Analyze the results of an evaluation for eligibility and recommend appropriate types of

assessments and data gathering procedures. 12. Write a reflection paper applying assessment information to a known curriculum and instruction

situation. 13. Explore and document positives/negatives of FCAT, Reading First and accountability issues via

a planned interview with an identified educator. 14. Meet as a group to share challenges and successes, in person and via e-mail.

Evaluation: Participants will create and maintain an electronic portfolio consisting of all specified assessment tasks, which will be reviewed for satisfactory completion, and for demonstration of competency of 80% of the objectives, by the module facilitator. A scoring rubric, developed within the module, will assure consistency in evaluation by module facilitators. Follow-Up Strategies:

Participants will demonstrate implementation of knowledge learned from this module via e-mail with facilitator on a periodic basis. E-mails will be designed to gather data regarding the level of knowledge acquired and the skills gained, as well as the application of relevant content by the participant in his or her work setting and the effect on job performance.

PDA-ESE Differentiating Reading Instruction for Students: Making It Explicit Max. Points: 60 Target Group: Developed by the Florida DOE (BEESS), this module is designed to provide an opportunity for educators to learn how to differentiate reading instruction to meet the needs of all students especially those experiencing reading difficulties. This population includes students with identified disabilities or students who are English Language Learners. This component is intended to be completed in its entirety using a combination of face-to-face group learning experiences with online study. Therefore, no partial credit will be granted. This professional development opportunity, when led by an approved facilitator, utilizing face-to-face group meetings with online study and completed in its entirety, satisfies the requirements of competency 4 and 5 of the Florida Reading Endorsement, as approved by the Just Read, Florida! office. General Objective: To provide an opportunity for participants to learn the foundations of differentiation and apply principles of differentiation to instruction by acquiring knowledge of effective, research-based instructional methodology to prevent reading difficulties and promote acceleration of reading progress for struggling students, including students with disabilities and from diverse populations. Specific Objectives:

1. Identify the characteristics of both language and cognitive development and their impact on reading proficiency.

2. Compare language, cognitive, and reading acquisition of different age groups (primary, intermediate, secondary levels) and abilities.

3. Identify language acquisition characteristics of learners from mainstream, students with exceptional needs, and diverse populations.

4. Identify stages of reading development for diverse learners, including mainstream students, LEP students, and students with disabilities in reading.

5. Identify common difficulties in development of each of the major reading components. 6. Understand specific appropriate reading instructional accommodations for students with

exceptional needs and LEP students. 7. Identify principles of differentiating instruction for all students in mainstream classes,

including students with disabilities in reading, and LEP students. 8. Identify strategies effective and more skilled readers use for word recognition and

comprehension in contrast to those strategies used by beginning and/or struggling readers. 9. Select appropriate materials that address cultural and linguistic differences. Identify

structures and procedures for monitoring student reading progress. 10. Apply knowledge of scientifically based reading research in each of the major reading

components as it applies to reading instruction (phonemic awareness, phonics, vocabulary, fluency, comprehension).

11. Apply research-based practices and materials for preventing and accelerating both language and literacy development.

12. Identify techniques for scaffolding instruction for children having difficulty in each of the five major components of reading growth.

13. Apply research-based instructional practices for developing students’ phonemic awareness.

14. Apply research-based instructional practices for developing students’ phonics skills and word recognition.

15. Apply research-based instructional practices for developing students’ reading fluency, automaticity, and reading endurance.

16. Apply research-based instructional practices for developing both general and specialized content area vocabulary.

17. Apply research-based instructional practices for developing students’ critical thinking skills.

18. Apply research-based instructional practices for facilitating reading comprehension. 19. Apply knowledge of language to instruction in working with LEP students that are at

different levels of oral proficiency. 20. Identify instructional strategies to facilitate students’ metacognitive skills in reading. 21. Identify reliable and valid assessment procedures to validate instructional applications. 22. Identify and set goals for instruction and student learning based on assessment results to

monitor student progress.

Description of Activities: Participants will achieve mastery of the objectives by participating in group meetings with a qualified facilitator and completing the online module, in its entirety, which includes the following directed activities, referenced within the module, and appropriate to the various areas of content:

1. Review all module content and related professional articles, and participate in group discussion

and activities related to the content. 2. Complete multiple choice, true-false, matching and fill-in-the-blank “check your

understanding” quizzes as directed. 3. Complete an initial teacher self-assessment, reflection and action plan. 4. Complete a final teacher self-assessment, reflection and action plan. 5. Complete a classroom based action research investigation and case study examining phonemic

awareness, phonics or advanced word identification instruction in a core, remedial or intervention reading program.

6. Complete a classroom based action research investigation and case study on assessing and building fluency.

7. Complete a classroom based action research investigation and case study on explicit vocabulary instruction.

8. Complete a classroom based action research investigation and case study on explicit instruction of a comprehension strategy.

Evaluation: Participants will create and maintain an electronic portfolio consisting of all specified assessment tasks, which will be reviewed for satisfactory completion according to task specific scoring guidelines provided within the module. Participants must complete the five “check your understanding” quizzes with 80% accuracy.

Follow-Up Strategies: Participants are provided access to additional professional development offerings that build upon the content of this component. Participants completing this component are surveyed to determine use of the knowledge, skills gained and the impact of the component on job performance and student learning gains. Individuals successfully completing the activities identified in this component may let other educators observe them as they implement the knowledge and skills gained.

PDA-ESE: FOUNDATIONS OF EXCEPTIONAL STUDENT EDUCATION Max. Points: 60 Target Group: Developed by the Florida DOE as an online learning experience, this module is designed to provide a professional development opportunity for individuals working with students with disabilities. It is intended to be completed in its entirety. No partial credit will be granted.

General Objective: To enable instructional personnel to develop, increase and demonstrate knowledge and skills regarding students with disabilities as related to state and federal legislation and case law, the identification of appropriate legal and ethical practices, a comprehensive understanding of the different disability categories and the provision of a successful learning environment, the components and team members of the individualized education process and effective methods of communication, models of support in the general education curriculum, and purposes of professional organizations. Specific Objectives: Upon completion of the component, participants will be able to:

1. Identify the leaders in exceptional student education and explore the contributions made

to ensure services and programs for all individuals with special needs. 2. Identify the legal cases that impacted mandates and established Best Practices

surrounding exceptional student education. 3. Explain the history of federal policies involving special education and the amendments

that enhanced implementation. 4. Analyze the societal prejudices that impact individual perspectives of individuals with

disabilities. 5. Identify the six principles of the Individuals with Disabilities Education Act (IDEA) and

their influence on educating students with disabilities. 6. List examples of Best Practices based on the principles of the IDEA. 7. Review and prepare a response to the common myths related to inclusive education. 8. Define each disability category identified in IDEA and by the Florida Department of

Education. 9. Compare and contrast the federal (IDEA) definitions with the state (Florida) definitions

of each disability category. 10. Articulate the educational implications for each of the IDEA- and Florida-identified

disabilities. 11. Compare and contrast the development patterns of children with and without disabilities,

for each specific type of disability. 12. Identify and describe three related services for exceptional students. 13. Compare the curricular needs of students with mild disabilities to the needs of students

with severe disabilities. 14. Identify specific environmental accommodations necessary for students with sensory

disabilities. 15. Compare the public perception of disabilities and people who have specific disabilities,

with accurate data.

16. Identify the individuals who are eligible for an IEP and the steps in the special education process that occur prior to the initial development of an IEP.

17. Define and describe the purpose of the IEP document and the roles and responsibilities of required team members, including the student.

18. Identify and describe all IEP components required by IDEA. 19. Identify and describe how the IEP placement is determined and describe the steps

involved in the review and revision of the IEP. 20. Identify and describe the process that occurs when consensus cannot be reached in

development of the IEP. 21. Identify and describe the steps required for re-evaluation of a student with a disability. 22. Define and describe the purpose of the Family Support Plan (FSP) document and identify

the individuals who are eligible for an FSP 23. Identify and describe all FSP components required by IDEA. 24. Identify strategies that educators can use to increase awareness of cultural diversity

within the classroom. 25. Identify the role of the family in determining special education services. 26. Identify and describe national organizations that support services and instruction for

students with disabilities and their families. 27. Access Florida resources relevant to educating students with disabilities and their

families. 28. Locate and visit local support groups, agencies, and organizations devoted to supporting

students with disabilities and their families. 29. Identify Internet links available for further information on educating students with

disabilities.

Description of Activities: Participants will achieve mastery of the objectives by completing the online module, in its entirety, which includes the following directed activities appropriate to the various areas of content and referenced within the module: 1. Review all module content, related professional articles and websites. Provide summaries as

directed. 2. View related videotapes and power-point presentations 3. Meet as a group to share challenges and successes, in person and via e-mail. 4. Complete multiple choice or true-false comprehension checks. 5. Review related State and Federal documents, and relevant court cases. Provide summaries

as directed. 6. Create a timeline of important legal events in the history of Exceptional Student Education. 7. Document specified interview with educators. 8. Design Venn diagrams analyzing characteristics of students with disabilities. 9. Evaluate an IEP using appropriate checklist. 10. Review case studies, and complete questions as directed. 11. Develop parent child development questionnaire. 12. Research specified local and national organizations.

Evaluation: Participants will create and maintain an electronic portfolio consisting of all specified assessment tasks, which will be reviewed for satisfactory completion, and for demonstration of competency of 80% of the objectives, by the module Facilitator. Follow-Up Strategies: Participants will demonstrate implementation of knowledge learned via e-mail with Facilitator on a periodic basis. E-mails will be designed to gather data regarding the level of the knowledge acquired and the skills gained, as well as the perceived impact of this training on the participant’s job performance.

PDA-ESE: INSTRUCTIONAL PRACTICES Max. Points: 60 Target Group: Developed by the Florida DOE as an online learning experience, this module is designed to provide a professional development opportunity for individuals working with students with disabilities. This component is intended to be completed in its entirety. Therefore, no partial credit will be granted. This online learning experience, when completed in its entirety, is approved to fulfill three (3) hours of the “out of field” credit requirement for teachers who are teaching outside their area of certification in ESE classrooms. General Objective: To enable instructional personnel to develop, increase and demonstrate knowledge and skills in analyzing assessment information as it applies to the instructional environment and IEP content; selecting instructional practices which incorporate specific learning strategies and specialized materials to meet individual learner needs within the appropriate learning environment.; identifying instructional strategies to extend and maintain skills needs in real-life situations; selecting relevant general education and special skills curricula; identifying methods for providing appropriate accommodations and modifications within the instructional setting; identifying effective methods of communication, consultation, and collaboration; and, analyzing educational activities to assist in the development of accommodations and modifications that allow students with disabilities to participate in the general curriculum in a meaningful way. Specific Objectives: Upon completion of this component, participants will be able to:

1. Demonstrate knowledge of the components of effective instructional planning. 2. Effectively apply the Sunshine State Standards and the Sunshine State Standards for

Special Diplomas where appropriate. 3. Identify and describe the elements of an effective lesson plan and their impact on students

with disabilities. 4. Identify the key principles, classroom elements and student characteristics that are a basis

for differentiation of instruction. 5. Acknowledge the potential barriers to effective differentiation. 6. Determine ways to evaluate whether or not differentiation is improving student learning. 7. Define strategic instruction. 8. Explain the importance of teaching students to be strategic learners. 9. Identify effective strategies that will support student learning. 10. Select an appropriate strategy for student use during the instructional process. 11. Identify the 5 key components of reading as they pertain to Florida's 5-3-ii-iii NCLB and

explore some of the research findings. 12. Examine specific processing disabilities. 13. Examine effective instructional strategies and accommodations in the area of reading

to aid students with processing disabilities. 14. Analyze a student profile and recommend specific curriculum interventions.

15. Explore the writing process and the text structures used when writing. 16. Compare and contrast the skills of efficient writers and naïve writers. 17. Examine effective instructional practices and assessment procedures for writing. 18. Investigate what constitutes a learning disability in mathematics. 19. Identify ways to support students with math disabilities. 20. Examine methods specifically in the area of problem solving to support students with

math disabilities. 21. Connect the teaching of mathematics to children’s Literature. 22. Identify the collaborating partners and to examine their roles. 23. Examine research based practices that enhance collaboration. 24. Reflect on improving collaboration between the partners.

Description of Activities: Participants will achieve mastery of the objectives by completing the online module, in its entirety, which includes the following directed activities, referenced within the module, and appropriate to the various areas of content: 1. Review all module content and related professional articles, and provide

summaries/comparisons as directed. 2. Explain the importance of understanding the Sunshine State Standards, district, and

assessment requirements as they relate to instruction. 3. Complete multiple choice, true-false, matching and fill-in-the-blank comprehension checks

as directed. 4. Explain the relationship between assessment and lesson planning, and the importance of

appropriate reflection and revision. 5. Develop a lesson plan as specified. 6. Compare and contrast the traditional and the differentiated classroom. 7. Identify and reflect on barriers to providing a differentiated classroom. 8. Present in writing or through illustration the basics of differentiation. 9. Describe the attributes of the strategic learner using a concept or mind map. 10. Using specified classroom scenarios select and describe how you would teach specific

instructional strategies. 11. Prepare a written reflection on the five key components of reading, as specified. 12. Design a case study involving a student who has exhibited weaknesses in the writing process,

identifying interventions and appropriate assessment practices. 13. Describe the impact of math disabilities on children in your classroom and identify

appropriate teaching strategies. 14. Define collaboration and discuss how it could improve participation in the regular classroom

for one of your students. 15. Meet as a group to share challenges and successes, in person and via e-mail.

Evaluation: Participants will create and maintain an electronic portfolio consisting of all specified assessment tasks, which will be reviewed for satisfactory completion, and for demonstration of competency of 80% of the objectives, by the module facilitator. A scoring rubric, developed within the module, will assure consistency in evaluation by module facilitators. Follow-Up Strategies: Participants will demonstrate implementation of knowledge learned from this module via e-mail with facilitator on a periodic basis. E-mails will be designed to gather data regarding the level of knowledge acquired and the skills gained, as well as the application of relevant content by the participant in his or her classroom.

PDA-ESE: LANGUAGE DEVELOPMENT AND COMMUNICATION Max. Points: 60 Target Group: Developed by the Florida DOE as an online learning experience, this module is designed to provide a professional development opportunity for individuals working with students with disabilities. This component is intended to be completed in its entirety. Therefore, no partial credit will be granted. This online learning experience, when completed in its entirety, is approved to fulfill three (3) hours of the “out of field” credit requirement for teachers who are teaching outside their area of certification in ESE classrooms. General Objective: To enable instructional personnel to develop, increase and demonstrate knowledge and skills in the sequence of receptive and expressive language development, communication deficits and appropriate interventions, strategies for integrating communication instruction into educational settings, and the selection of appropriate assistive technology and alternative communication systems. Specific Objectives: Upon completion of this component, participants will be able to:

1. Provide background information on the beginnings of speech/language pathology services in the schools.

2. Identify the components of language as a basis for understanding communication. 3. Identify the sequence of normal language development from infants to adolescents. 4. Compare and contrast a communication difference with a communication deficit in

students with limited English and those with dialects. 5. Understand the nature of learning a second language and its effects on academic learning. 6. Define and describe the difference between a speech and language disorder. 7. List the speech/language characteristics of the disability categories listed under IDEA

and the State of Florida Department of Education. 8. Compare and contrast oral and written language as it pertains to literacy. 9. Describe the different contexts of language in the classroom and their continuums of

complexity. 10. Describe characteristics of instructional language that support comprehension. 11. Identify accommodations and modifications that support academic performance for

students with communication challenges. 12. Identify effective interventions for students with communication challenges. 13. Provide information on Assistive Technology history, terms, laws, equipment, and

resources. 14. Explain the Assistive Technology evaluation process from pre-referral to funding. 15. Identify the basics of Augmentative and Alternative Communication. 16. Describe a variety of low- to high-tech Augmentative and Alternative Communication

devices.

17. Provide ideas for incorporating Assistive Technology into a variety of communication settings.


summaries/comparisons as directed. 2. Identify and describe assistive technology devices or adaptations that could foster active

communication participation for specified classroom activities. 3. Complete multiple choice, true-false, matching and fill-in-the-blank comprehension checks

as directed. 4. Review and correctly use key terms pertaining to language development/communication. 5. Demonstrate knowledge of language delay or disorder, and appropriate strategies for

remediation, via analysis of a hypothetical student. 6. Describe the issues related to English as a second language and apply appropriate

classroom strategies. 7. Describe the responsibilities of a school-based SLP based on observation and an interview. 8. Apply knowledge of communication deficits and their impact on academic/social success. 9. Analyze Florida Sunshine State Standards and Grade Level Expectations for Language Arts

and identify linguistic underpinnings. 10. Identify techniques a teacher can use to support children with communication challenges

through observation of a colleague and apply this to your own classroom situation. 11. Write a comparison of language at home and language at school, identifying differences. 12. Design a lesson utilizing specified graphic organizers. 13. Design a cooperative lesson specifying roles and appropriate instructional language. 14. Complete a K-W-L reading strategy as applied to an article on reading disabilities/dyslexia. 15. Identify and describe reading and writing supports that can be used to promote classroom

success. 16. Meet as a group to share challenges and successes, in person and via e-mail. Evaluation: Participants will create and maintain an electronic portfolio consisting of all specified assessment tasks, which will be reviewed for satisfactory completion, and for demonstration of competency of 80% of the objectives, by the module facilitator. A scoring rubric, developed within the module, will assure consistency in evaluation by module facilitators. Follow-Up Strategies: Participants will demonstrate implementation of knowledge learned from this module via e-mail with facilitator on a periodic basis. E-mails will be designed to gather data regarding the level of knowledge acquired and the skills gained, as well as the application of relevant content by the participant in his or her work setting and the effect on job performance.

PDA-ESE: POSITIVE BEHAVIOR SUPPORTS Max. Points: 60 Target Group: Developed by the Florida DOE as an online learning experience, this module is designed to provide a professional development opportunity for individuals working with students with disabilities. This component is intended to be completed in its entirety. Therefore, no partial credit will be granted. This online learning experience, when completed in its entirety, is approved to fulfill three (3) hours of the “out of field” credit requirement for teachers who are teaching outside their area of certification in ESE classrooms. General Objective: To enable instructional personnel to develop, increase and demonstrate knowledge and skills in assessing and designing behavioral supports; identifying the legal and ethical issues pertaining to behavioral strategies; identifying data collection strategies; identifying and interpreting elements of a functional behavior assessment and functional behavioral plan; and to recognize and use various concepts and models of positive behavior management. Specific Objectives: Upon completion of this component, participants will be able to:

1. Describe the legal responsibilities one must address when developing and

implementing behavioral programs in Florida. 2. Identify the essential ethical principles to be followed in establishing positive behavior

supports and specific laws pertaining to conducting functional assessments. 3. Identify the critical themes in Positive Behavior Supports. 4. Identify and describe the components of a comprehensive Positive Behavior Supports

System. 5. Describe the historical perspectives of the field of applied behavior analysis. 6. Analyze the basic principles of behavior and discuss the importance of appropriate

reinforcements and consequences. 7. Identify the concept of the “function of behavior” and apply this concept to behaviors

observed in classroom settings. 8. Identify the five-step process for providing positive behavior supports. 9. Identify and define target/problem behaviors. 10. Determine appropriate goals of intervention, strengths and needs, and specific settings

for intervention. 11. Identify the essential team members for creating effective plans. 12. Describe the essential components for effective collaboration between families and

schools. 13. Demonstrate how to use the person-centered planning process to identify meaningful

goals. 14. To examine, utilize and interpret data collection methods for information gathering

from both home and school.

15. Demonstrate the five functional assessment methods in the functional behavioral assessment process.

16. Describe the important role of the family in the development of an effective positive behavior support plan.

17. Using observational and interview data, identify patterns or trends surrounding a targeted behavior.

18. Using observational and interview data, describe the relationship between antecedents, behaviors and consequences.

19. Develop a hypothesis based on data collection. 20. Using observational and interview data, identify correlations between curriculum and

behavior. 21. Identify guidelines for selecting appropriate curriculum models for an individual

student. 22. Use an instructional checklist to determine the appropriateness of instructional

strategies. 23. Using observational data and interview data, develop proactive strategies for

developing replacement behaviors in the classroom. 24. Identify lifestyle issues that impact target/problem behaviors. 25. Identify the need for and develop a crisis plan. 26. Identify objective measures for documenting progress. 27. Identify changes in target behaviors and determine appropriate interventions. 28. Utilize a self-check process to determine thoroughness of plans. 29. Identify types of evaluation approaches most appropriate for individual case studies. 30. Identify scientifically based effective classroom management strategies. 31. Select effective instructional techniques that support successful classroom management

programs. 32. Establish reward system guidelines and plans for implementing a classroom-wide

system.


summaries/comparisons as directed. 2. Research, identify and describe formal and informal instruments for behavioral assessment. 3. Complete multiple choice, true-false, matching and fill-in-the-blank comprehension checks. 4. Review and correctly use behavioral terms. 5. Visit local resource centers and conduct hands-on reviews of materials. 6. Match effective strategies to actual case studies. 7. Obtain, review, and analyze local and state documents, procedures and practices that relate

to behavior. 8. Write essays around key concepts, trends, issues, ethical issues, challenges and barriers,

and laws.

9. Review web based resources, including national, state, and local agencies, advocacy groups, and resource centers.

10. Interview agency personnel to obtain local information concerning positive behavioral approaches.

11. Develop and/or evaluate a Functional Behavioral Assessment and Behavior Improvement Plan, using a prescribed set of quality indicators.

12. Using the case study approach, apply knowledge of behavior to develop appropriate goals for a student.

13. Meet as a group to share challenges and successes, in person and via e-mail.

Evaluation: Participants will create and maintain an electronic portfolio consisting of all specified assessment tasks, which will be reviewed for satisfactory completion, and for demonstration of competency of 80% of the objectives, by the module facilitator. A scoring rubric, developed within the module, will assure consistency in evaluation by module facilitators. Follow-Up Strategies: Participants will demonstrate implementation of knowledge learned from this module via e-mail with facilitator on a periodic basis. E-mails will be designed to gather data regarding the level of knowledge acquired and the skills gained, as well as the application of relevant content by the participant in his or her work setting and the effect on job performance.

PDA-ESE: TRANSITION Max. Points: 60 Target Group: Developed by the Florida DOE as an online learning experience, this module is designed to provide a professional development opportunity for individuals working with students with disabilities. This component is intended to be completed in its entirety. Therefore, no partial credit will be granted. This online learning experience, when completed in its entirety, is approved to fulfill three (3) hours of the “out of field” credit requirement for teachers who are teaching outside their area of certification in ESE classrooms. General Objective: To enable instructional personnel to develop, increase and demonstrate knowledge and skills in identifying the stages of career development; identifying the essential domains of transition planning for students with disabilities; identifying resources and strategies to assist students to function effectively in environments to which they are transitioning; and to demonstrate the knowledge of transition planning that incorporates student and family preferences to develop desired post school outcomes. Specific Objectives: Upon completion of this component, participants will be able to:

1. Demonstrate an understanding of the history of special education and transition including major legislation.

2. Explain models of transition and how the concept has evolved over time. 3. Identify transition planning components required by law, State Board of Education rule,

and local school district policy. 4. Demonstrate an understanding of the Sunshine State Standards and Sunshine State

Standards for Special Diploma. 5. Describe the concepts of self-determination, self-advocacy, student-directed IEPs, and

person-centered planning. 6. Demonstrate knowledge of various instructional models, including assessments and

curricula and their implications for students with disabilities. 7. Identify resources related to self-determination for students, educators and families. 8. Develop an understanding of the importance of self-determination in the transition

planning process for all stakeholders. 9. Identify the types and purposes of assessments that can be used in planning for

transition. 10. Determine the most appropriate assessments to be used for specific students and

specific target groups. 11. Explain how career development theories influence the identification of student’s

interests and preferences in terms of choosing a career path. 12. Identify and describe different employment and vocational training opportunities. 13. Identify components of effective instructional planning for transition.

14. Discuss how transition is infused into standards-based learning. 15. Demonstrate knowledge of accommodations and modifications (including the use of

assistive technology) that can be used to support instruction for individuals with disabilities.

16. Identify promising and required practices related to preparing for the Transition IEP meeting.

17. Identify transition requirements according to the student's age. 18. Identify quality indicators for Transition IEPs. 19. Demonstrate knowledge of all required components and effective practices for

developing Quality Transition IEPs. 20. Identify strategies for implementing the Transition IEP. 21. Identify guidelines for infusing transition into the general curriculum. 22. Identify the legal requirements for agency involvement in the transition process. 23. Identify the purpose and benefits of interagency transition teams. 24. Identify agencies that provide supports to individuals with disabilities in transition and

the services they provide. 25. Demonstrate knowledge of methods for working collaboratively with agencies.


summaries/comparisons as directed. 2. Research, identify and describe assessment instruments for specific evaluation tasks to

support the transition process. 3. Complete multiple choice, true-false, matching and fill-in-the-blank comprehension checks. 4. Review and correctly use transition vocabulary terms. 5. Visit local resource centers and conduct hands-on reviews of materials. 6. Match effective strategies to actual case studies. 7. Obtain, review, and analyze local and state documents, procedures and practices, which

relate to transition. 8. Describe, compare and contrast the various diploma options available to students with

disabilities. 9. Write essays around key concepts, trends, issues, ethical issues, challenges and barriers, and

laws. 10. Review web based resources, including national, state, and local agencies, advocacy groups,

and resource centers. 11. Interview agency personnel to obtain local information concerning transition process and

collaboration 12. Evaluate a Transition IEP, using a prescribed set of quality indicators. 13. Using the case study approach, apply knowledge of the transition process to develop

appropriate goals for a student. 14. Meet as a group to share challenges and successes, in person and via e-mail.

Evaluation: Participants will create and maintain an electronic portfolio consisting of all specified assessment tasks, which will be reviewed for satisfactory completion, and for demonstration of competency of 80% of the objectives, by the module facilitator. A scoring rubric, developed within the module, will assure consistency in evaluation by module facilitators. Follow-Up Strategies: Participants will demonstrate implementation of knowledge learned from this module via e-mail with facilitator on a periodic basis. E-mails will be designed to gather data regarding the level of knowledge acquired and the skills gained, as well as the application of relevant content by the participant in his or her work setting and the effect on job performance.

PDA-ESE: INTERPERSONAL INTERACTIONS AND PARTICIPATION Max. Points: 30 Target Group: Developed by the Florida DOE as an online learning experience, this module is designed to provide a professional development opportunity for individuals working with students with disabilities. This component is intended to be completed in its entirety. Therefore, no partial credit will be granted. General Objective: In this module, you will examine various teaching strategies for helping students develop successful life skills including gathering information and evaluating student progress in generalized and transferring learned skills to supporting self-determination and self-advocacy across all settings. Specific Objectives: Upon completion of this component, participants will be able to:

1. To develop an understanding of effective, research-based instructional procedures for teaching adaptive life skills.

2. To identify formal and informal tools for conducting observations, ecological assessments, interviews, and other appropriate information-gathering processes.

3. To learn how to apply information gathering processes to selection of appropriate instructional procedures for teaching adaptive life skills.

4. To identify methods for evaluating and documenting student progress in acquisition, generalization, and maintenance of interpersonal interactions and participation in activities across settings.

5. To apply evaluation and documentation methods and use the information gathered for instructional purposes.

6. To develop an understanding of the importance of self-determination and self-advocacy in relation to acquiring and maintaining skills for interpersonal interactions and participation in activities across settings.

7. To identify self-determination curricula and practices specific to meeting the needs of students functioning at various levels and ages with a focus on interpersonal interactions.


summaries/comparisons as directed. 2. Meet as a group to share challenges and successes, in person and via e-mail. 3. Develop a one-page summary that reflects your experience with infusing life skills into the

curriculum and your belief in the importance of addressing life skills within the educational setting.

4. Write a brief paper (one to two pages) describing at least two instructional procedures you would implement with your student population. Describe the procedures, why you selected them, and how you would apply the procedures in multiple settings (e.g., school, home, and community).

5. Develop your own informal assessment or interview protocol for the purposes of gathering information related to interpersonal interactions and participation, and conduct the assessment or interview protocol with at least one student and/or family member.

6. Target a specific piece of information gathered from your assessment and identify the instructional procedure(s) you would use for teaching adaptive life skills.

7. Identify at least one method you might use to evaluate a student’s acquisition, one method for a student’s generalization, and one method to evaluate maintenance skills for an instructional procedure. Describe in a brief paper (one to two pages) how you would apply these methods.

8. Review the information on a case study. Describe how you would evaluate and document progress across settings (e.g., school, home, and community).

Evaluation: Participants will create and maintain an electronic portfolio consisting of all specified assessment tasks, which will be reviewed for satisfactory completion, and for demonstration of competency of the objectives, by the module facilitator. A scoring rubric, developed within the module, will assure consistency in evaluation by module facilitators. Follow-Up Strategies: Participants will demonstrate continued implementation and application of knowledge learned from this module via classroom related investigation/activities, e-mail with facilitator and group meetings. Participants will be provided with access to additional professional development opportunities that build upon the content of this component. Participants completing this component will be surveyed to determine use of the knowledge, skills gained and the impact of the component on job performance and student learning gains.


ENGLISH FOR SPEAKERS OF OTHER LANGUAGES

(ESOL)

ADD-ON ENDORSEMENT

2015


The School District of Osceola County, Florida Add-on Certification Program

English for Speakers of Other Languages ESOL Endorsement

I. PROGRAM TITLE Add-on Certification Program English for Speakers of Other Languages (ESOL) Endorsement School District of Osceola County, Florida 799 Bill Beck Boulevard Kissimmee, Florida 34744 II. PROGRAM RATIONALE AND PURPOSE Florida school districts, including two of the largest in the nation, educate over 240,000 English Language Learners (ELLs) with over 300 different languages spoken among them. These demographics reflect the growth of ELLs throughout Florida. The Florida Department of Education’s Bureau of Student Achievement through Language Acquisition (SALA) assists schools and districts, while ensuring ELLs receive comprehensible instruction. In addition, the Bureau monitors schools and districts for compliance with state and federal rules, regulations, the 1990 League of United Latin American Citizens (LULAC) et al. v. the State Board of Education (SBE) Consent Decree, and the 2003 Modification of the Consent Decree. The School District of Osceola County, FL Add-on Certification Program for English for Speakers of Other Languages (ESOL) Endorsement must reflect the new State Board of Education approved Florida Teacher Standards for ESOL Endorsement, Rule 6A.4.02451. Based upon data from the Florida Department of Education, Osceola County District Schools has the highest percentage of ELL students in the state, as such, the ability of the district to have ESOL certified teachers is critical to the success of our students. III. PROGRAM CONTENT/CURRICULUM

The inservice program of the District’s ESOL Endorsement must focus on topics of study reflected in the DOE/META Agreement and State Board Rule 6A-4.0244-Specialization Requirements for Adding English for Speakers of Other Languages Endorsement to a Florida Educator’s Certificate. The following Domains have been approved by the Department of Education for ESOL Endorsement Programs:

Domain 1: Culture (Cross-cultural Communications) Domain 2: Language and Literacy (Applied Linguistics) Domain 3: Methods of Teaching English to Speakers of Other Language (ESOL) Domain 4: ESOL Curriculum and Materials Development Domain 5: Assessment (ESOL Testing and Evaluation)

A. PROFESSIONAL EDUCATION STUDIES

The Florida Professional Standards for Endorsement are organized around domains, standards within each domain, and performance indicators for each standard. A domain can be seen as an overarching category of study that identifies a broad conceptual area. For the purpose of this document, each domain is considered synonymous with the use of the term ‘area’ as used in the Florida Consent Decree Section IV, A1(3). Each domain is defined by its standards which identify the core knowledge, skills, and dispositions that must be addressed within each domain. For each standard, the document lists a set of key performance indicators, which provide specific criteria for demonstrating mastery of the standards.

B. NATIONALLY RECOGNIZED GUIDELINES The Florida Professional Development Standards for Endorsement of teachers

providing basic ESOL instruction to English Language Learners (henceforth, the Florida ESOL Endorsement Standards) drew significantly from the recently revised draft Standards for the Recognition of Initial Teacher Preparation in P-12 ESL Teacher Education developed by Teachers of English to Speakers of Other Languages Inc. (TESOL), (TESOL, 2008; henceforth TESOL Teacher Standards).

These standards are available at

http://www.tesol.org/s_tesol/seccss.asp?CID=219&DID=1689.

IV. INSTRUCTIONAL DESIGN AND DELIVERY

A. INSTRUCTIONAL STRANDS

Domain 1: Culture (Cross-Cultural Communications)

Standard 1: Culture as a Factor in ELL Learning Teachers will know and apply understanding of theories related to the effect of culture in language learning and school achievement for ELL’s from diverse backgrounds. Teachers will identify and understand the nature and role of culture, cultural groups, and individual cultural identities.

Domain 2: Language and Literacy (Applied Linguistics)

Standard 1: Language as a System

Teachers will demonstrate understanding of language as a system, including phonology, morphology, syntax, semantics and pragmatics; support ELL’s acquisition of English in order to learn and to read, write, and communicate orally in English.

Standard 2: Language Acquisition and Development Teachers will understand and apply theories and research on second language acquisition and development to support ELL’s learning. Standard 3: Second Language Literacy Development. Teachers will demonstrate an understanding of the components of literacy, and will understand and apply theories of second language literacy development to support ELL’s learning. Domain 3: Methods of Teaching English to Speakers of Other Languages (ESOL)

Standard 1: ESL/ESOL Research and History Teachers will demonstrate knowledge of history, public policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs. Standard 2: Standards-Based ESL and Content Instruction Teachers will know, manage, and implement a variety of teaching strategies and techniques for developing and integrating ELL’s English listening, speaking, reading, and writing skills. The teacher will support ELL’s access to the core curriculum by teaching language through academic content. Standard 3: Effective Use of Resources and Technologies Teachers will be familiar with and be able to select, adapt and use a wide range of standards-based materials, resources, and technologies. Domain 4: ESOL Curriculum and Materials Development

Standard 1: Planning for Standards-Based Instruction of ELLs Teachers will know, understand, and apply concepts, research, best practices, and evidenced-based strategies to plan classroom instruction in a supportive learning environment for ELLs. The teacher will plan for multilevel classrooms with learners from diverse backgrounds using a standards-based ESOL curriculum.

Standard 2: Instructional Resources and Technology Teachers will know, select, and adapt a wide range of standards-based materials, resources, and technologies. Domain 5: Assessment (ESOL Testing and Evaluation) Standard 1: Assessment Issues for ELLs

Teachers will understand and apply knowledge of assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels. Examples include cultural and linguistic bias; testing in two languages; sociopolitical and psychological factors; special education testing and assessing giftedness; the importance of standards; the difference between formative and summative assessment; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests). Teachers will also understand issues around accountability. This includes the implications of standardized assessment as opposed to performance-based assessments, and issues of accommodations in formal testing situations.

Standard 2: Language Proficiency Assessment Teachers will appropriately use and interpret a variety of language proficiency assessment instruments to meet district, state, and federal guidelines, and to inform their instruction. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders. Standard 3: Classroom-Based Assessment for ELLs

Teachers will identify, develop, and use a variety of standards- and performance-based, formative and summative assessment tools and techniques to inform instruction and assess student learning. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders.

B. TRAINING COMPONENTS

The individual training components follow on the following pages.


COMPONENT NUMBER: 1705595

COMPONENT TITLE: Cross-Cultural Communications

DATA ELEMENTS: Primary Purpose (PP) A Delivery Method (DM A/B Implementation Method (IM) O/Q Evaluation (F) A/D Follow-up Method (FM) A MAXIMUM POINTS: 60 SCOPE: Instructional Personnel GENERAL OBJECTIVES: The participant will demonstrate knowledge, understanding, and use of the major theories and research related to the structure and acquisition of language to support ESOL students’ language and literacy development and content area achievement. SPECIFIC OBJECTIVES: Standard 1: Culture as a Factor in ELLs’ Learning Teachers will know and apply understanding of theories related to the effect of culture in language learning and school achievement for ELLs from diverse backgrounds. Teachers will identify and understand the nature and role of culture, cultural groups, and individual cultural identities.

Performance Indicators 1.1. a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels. 1.1. b. Understand and apply knowledge of concepts of cultural competence, particularly knowledge about how cultural identities affect learning and academic progress for students from diverse backgrounds and at varying English proficiency levels. 1.1. c. Use a range of resources in learning about the cultural experiences of ELLs and their families to guide curriculum development and instruction. 1.1. d. Understand and apply knowledge about the effects of racism, stereotyping, and discrimination in teaching and learning of ELLs from diverse backgrounds and at varying English proficiency levels. 1.1. e. Understand and apply knowledge about home/school connections to build partnerships with ELLs’ families.

1.1. f. Understand and apply knowledge about concepts related to the interrelationship between language and culture for students from diverse backgrounds and at varying English proficiency levels.

SPECIFIC ACTIVITIES:

1. Participate in group discussions relative to cultural values and beliefs, how cultural identities affect learning and academic progress, the cultural experiences of ELL students, racism, stereotyping, discrimination, building home/school connections and the interrelationships of language and culture. (1.1a-1.1.f)

2. Present oral reports on some facet of culture and its impacts on learning and academic progress. (1.1.b)

3. Prepare a case study of an ELL family and their struggles with home/school connections. (1.1.e)

4. Review curriculum, classroom materials and school communications for cultural bias. (1.1.c – 1.1.d)

5. Design instructional materials to demonstrate the use of cross cultural awareness (1.1.a – 1.1.f)

6. Other activities as appropriate to demonstrate knowledge of the competencies. (1.1.a – 1.1.f)

EVALUATION: To the satisfaction of the instructor, each participant will:

1. Demonstrate increased competency on 80% of the specific objectives of the component as determined by pre/post testing or other valid methods/measures including but not limited to completed projects or products, demonstration of objectives or competencies and any other method of measurement acceptable to the instructor.

2. Complete assigned activities. 3. Participate in discussions and exercises. 4. Demonstrate proficiency in a selected activity while being observed by designated

personnel. 5. Complete an evaluation of the effectiveness of both the component and the instructor

using Professional Development form SDP-03. 6. Activities conducted under this component will be evaluated by participants and inservice

leaders to determine 1) the degree to which objectives have been addressed, and 2) the impact of acquired skills on students when implemented in the educational setting.

LEARNING (DELIVERY) METHODS: An activity under this component must align with at least one of the state-identified delivery methods listed below:

Workshop Electronic, interactive Electronic, non-interactive Learning Community/Lesson Study group Independent Inquiry (Includes, for example, Action Research) Structured Coaching, Mentoring (may include one-on-one or small group instruction by a

mentor/coach with a teacher with specific learning objectives)

IMPLEMENTATION (FOLLOW-UP) METHODS: An activity under this component must align with at least one of the state-identified implementation methods listed below. An implementation activity must document the impact of a participant’s acquired skills on students when implemented in the educational setting.

Structured Coaching/Mentoring (may include direct observation, conferencing, oral reflection and/or lesson demonstration)

Independent Learning/Action Research related to training (should include evidence of implementation)

Collaborative Planning related to training, includes Learning Community Participant Product related to training (may include lesson plans, written reflection,

audio/videotape, case study, samples of student work) Lesson Study group participation Electronic – interactive Electronic – non-interactive

IMPLEMENTATION DATE: July 1, 2011



COMPONENT TITLE: Applied Linguistics

DATA ELEMENTS: Primary Purpose (PP) A Delivery Method (DM A/B Implementation Method (IM) O/Q Evaluation (F) A/D Follow-up Method (FM) A MAXIMUM POINTS: 60 SCOPE: Instructional Personnel GENERAL OBJECTIVES: The participant will demonstrate an understanding of language as a system, including phonology, morphology, syntax, semantics and pragmatics; support ELL’s acquisition of English in order to learn and to read, write, and communicate orally in English. The participant will also understand and apply theories and research on second language acquisition and development to support ELL’s learning. The participant will demonstrate an understanding of the components of literacy, and will understand and apply theories of second language literacy development to support ELL’s learning. SPECIFIC OBJECTIVES: Standard 1: Language as a System Teachers will demonstrate understanding of language as a system, including phonology, morphology, syntax, semantics and pragmatics; support ELLs’ acquisition of English in order to learn and to read, write, and communicate orally in English.

Performance Indicators 2.1. a. Demonstrate knowledge of the components of language and understanding of language as an integrative and communicative system. 2.1. b. Apply knowledge of phonology (the sound system), morphology (the structure of words), syntax (phrase and sentence structure), semantics (word/sentence meaning), and pragmatics (the effect of context on language) to support ELLs’ development of listening, speaking, reading, and writing (including spelling) skills in English. 2.1. c. Demonstrate knowledge of rhetorical and discourse structures as applied to second language and literacy learning. 2.1. d. Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English for different purposes. 2.1. e. Identify similarities and differences between English and other languages reflected in the ELL student population.

Standard 2: Language Acquisition and Development Teachers will understand and apply theories and research on second language acquisition and development to support ELLs’ learning.

Performance Indicators 2.2. a. Demonstrate understanding of current and past theories and research in second language acquisition and bilingualism as applied to ELLs from diverse backgrounds and at varying English proficiency levels. 2.2. b. Recognize the importance of ELLs’ home languages and language varieties, and build on these skills as a foundation for learning English. 2.2. c. Understand and apply knowledge of sociocultural, sociopolitical, and psychological variables to facilitate ELLs’ learning of English. 2.2. d. Understand and apply knowledge of the role of individual learner variables in the process of learning English as a second language.

Standard 3: Second Language Literacy Development Teachers will demonstrate an understanding of the components of literacy, and will understand and apply theories of second language literacy development to support ELLs’ learning.

Performance Indicators 2.3. a. Understand and apply current theories of second language reading and writing development for ELLs from diverse backgrounds and at varying English proficiency levels. 2.3. b. Demonstrate understanding of similarities and differences between L1 (home language) and L2 (second language) literacy development. 2.3. c. Demonstrate understanding of how L1 literacy influences L2 literacy development and apply this to support ELLs’ learning. 2.3. d. Understand and apply knowledge of sociocultural, sociopolitical, and psychological variables to facilitate ELLs’ L2 literacy development in English. 2.3. e. Understand and apply knowledge of how principles of phonology, morphology, syntax, semantics, and discourse affect L2 reading and writing development.


1. Participate in group discussions relative to the components of language, phonology, structure, semantics, pragmatics, rhetorical and discourse structures as applied to second language learning the need to model proficient English in the classroom for students, and the similarities between English and other languages. (2.1a-2.1.e)

2. Present oral reports on some facet of language as a system, language acquisition and development and second language literacy development. (2.1.a – 2.1.e, 2.2.a-2.2.d, and 2.3.a – 2.3.e)

3. Develop a project to demonstrate the linguistic differences between English and the target language. (2.1.e)

4. Participate in group discussions relative to the current and past theories and research in

language acquisition and bilingualism, importance of home language as a foundation for language learning, the participants understanding of sociocultural, sociopolitical and psychological variables to language learning, and the importance of individualized assessment of learning needs for language acquisition. (2.2.a – 2.2.d)

5. Design lesson plans and instructional materials to assist students in overcoming obstacles

to language acquisition. (2.2.d) 6. Participate in group discussions and activities relative to second language in reading and

writing development for ELLs, the differences between L1 and L2 development, and how factors impact that development. (2.3.a – 2.3.e)

7. Other activities as appropriate to demonstrate knowledge of the competencies. (2.1.a –

2.1.e, 2.2.a-2.2.d, and 2.3.a – 2.3.e)







LEARNING (DELIVERY) METHODS: An activity under this component must align with at least one of the state-identified delivery methods listed below: Workshop Electronic, interactive Electronic, non-interactive Learning Community/Lesson Study group Independent Inquiry (Includes, for example, Action Research) Structured Coaching, Mentoring (may include one-on-one or small group instruction by a


IMPLEMENTATION (FOLLOW-UP) METHODS: An activity under this component must align with at least one of the state-identified implementation methods listed below. An implementation activity must document the impact of a participant’s acquired skills on students when implemented in the educational setting. Structured Coaching/Mentoring (may include direct observation, conferencing, oral reflection

and/or lesson demonstration) Independent Learning/Action Research related to training (should include evidence of

implementation) Collaborative Planning related to training, includes Learning Community Participant Product related to training (may include lesson plans, written reflection,

audio/videotape, case study, samples of student work) Lesson Study group participation Electronic – interactive Electronic – non-interactive IMPLEMENTATION DATE: July 1, 2011



COMPONENT TITLE: Methods of Teaching English to Speakers of Other Languages

DATA ELEMENTS: Primary Purpose (PP) A Delivery Method (DM A/B Implementation Method (IM) O/Q Evaluation (F) A/D Follow-up Method (FM) A MAXIMUM POINTS: 60 SCOPE: Instructional Personnel GENERAL OBJECTIVES: The participant will know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. The participant will support ESOL students’ access to the core curriculum by teaching language through academic content. The participant will also demonstrate knowledge of history, public policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs. SPECIFIC OBJECTIVES: Standard 1: ESL/ESOL Research and History Teachers will demonstrate knowledge of history, public policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs.

Performance Indicators 3.1. a. Demonstrate knowledge of L2 teaching methods in their historical context. 3.1. b. Demonstrate awareness of current research relevant to best practices in second language and literacy instruction. 3.1. c. Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including program models for ELL instruction.

Standard 2: Standards-Based ESL and Content Instruction Teachers will know, manage, and implement a variety of teaching strategies and techniques for developing and integrating ELLs’ English listening, speaking, reading, and writing skills. The teacher will support ELLs’ access to the core curriculum by teaching language through academic content.

Performance Indicators 3.2. a. Organize learning around standards-based content and language learning objectives for students from diverse backgrounds and at varying English proficiency levels. 3.2. b. Develop ELLs’ L2 listening skills for a variety of academic and social purposes. 3.2. c. Develop ELLs' L2 speaking skills for a variety of academic and social purposes. 3.2. d. Provide standards-based instruction that builds upon ELLs’ oral English to support learning to read and write in English. 3.2. e. Provide standards-based reading instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency levels. 3.2. f. Provide standards-based writing instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency levels. 3.2. g. Develop ELLs’ writing through a range of activities, from sentence formation to expository writing. 3.2. h. Collaborate with stakeholders to advocate for ELLs’ equitable access to academic instruction (through traditional resources and instructional technology). 3.2. I. Use appropriate listening, speaking, reading, and writing activities in teaching ELLs from diverse backgrounds and at varying English proficiency levels. 3.2. j. Incorporate activities, tasks, and assignments that develop authentic uses of the second language and literacy to assist ELLs in learning academic vocabulary and content-area material. 3.2. k. Provide instruction that integrates listening, speaking, reading, and writing for ELLs of diverse backgrounds and varying English proficiency levels.

Standard 3: Effective Use of Resources and Technologies Teachers will be familiar with and be able to select, adapt and use a wide range of standards-based materials, resources, and technologies.

Performance Indicators 3.3. a. Use culturally responsive/sensitive, age-appropriate, and linguistically accessible materials for ELLs of diverse backgrounds and varying English proficiency levels. 3.3. b. Use a variety of materials and other resources, including L1 resources, for ELLs to develop language and content-area skills. 3.3. c. Use technological resources (e.g., Web, software, computers, and related media) to enhance language and content-area instruction for ELLs of diverse backgrounds and varying English proficiency levels.

SPECIFIC ACTIVITIES;

1. Participate in group discussions relative to L2 teaching methods in historical context, best practices in second language acquisition, laws and policies, L2 and content standards, listening, speaking, ELL appropriate standards based reading and writing instruction, and techniques on the adaptation of standards based materials resources and technologies for the second language learner. (3.1a-3.1.c, 3.2.a-3.2.k, and 3.3.a-3.3.c)

2. Present oral reports on some facet of ESL/ESOL research and/or history, techniques for developing listening, reading and/or writing skills, and the adaptation of standards based materials and resources for the language learner. (3.1a-3.1.c, 3.2.a-3.2.k, and 3.3.a-3.3.c)

3. Develop a project to demonstrate the adaptation of content/standards based materials

for the instruction of L2 students. (3.3.a -3.3.c) 4. Design lesson plans and instructional materials to assist students in overcoming

obstacles to language acquisition in content classrooms. (3.3.a-3.3.c) 5. Develop a picture file of topics related to teaching L2 students. (3.1.a-3.1.c) 6. Work in grade level groups to assist teachers with the strategies, techniques, etc. for

teaching the L2 student. (3.1a-3.1.c, 3.2.a-3.2.k, and 3.3.a-3.3.c) 7. Participate in presentations, discussions, projects and other activities which help the

participant master the content of the course and assist the L2 student. (3.1a-3.1.c, 3.2.a-3.2.k, and 3.3.a-3.3.c)





using Professional Development form SDP-03. 6. Activities conducted under this component will be evaluated by participants and

inservice leaders to determine 1) the degree to which objectives have been addressed, and 2) the impact of acquired skills on students when implemented in the educational setting.



COMPONENT TITLE: ESOL Curriculum and Materials Development

DATA ELEMENTS: Primary Purpose (PP) A Learning Method (LM) A/B Implementation Method (IM) O/Q Evaluation - Student A/D Evaluation - Staff (FM) A MAXIMUM POINTS: 60 SCOPE: Instructional Personnel GENERAL OBJECTIVES: The participant will demonstrate knowledge, understanding, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction. The participant will be skilled in using a variety of classroom organization techniques, program models, and teaching strategies for developing and integrating language skills. The participant can integrate technology and choose and adapt classroom resources. SPECIFIC OBJECTIVES: Standard 1: Planning for Standards-Based Instruction of ELLs Teachers will know, understand, and apply concepts, research, best practices, and evidenced-based strategies to plan classroom instruction in a supportive learning environment for ELLs. The teacher will plan for multilevel classrooms with learners from diverse backgrounds using a standards-based ESOL curriculum.

Performance Indicators 4.1. a. Plan for integrated standards-based ESOL and language sensitive content instruction. 4.1. b. Create supportive, accepting, student-centered classroom environments. 4.1. c. Plan differentiated learning experiences based on assessment of students’ English and L1 proficiency and integrating ELLs’ cultural background knowledge, learning styles, and prior formal educational experiences. 4.1. d. Plan learning tasks for particular needs of students with limited formal schooling (LFS). 4.1. e. Plan for instruction that embeds assessment, includes scaffolding, and provides re-teaching when necessary for individuals and small groups to successfully meet English language and literacy learning objectives.

Standard 2: Instructional Resources and Technology Teachers will know, select, and adapt a wide range of standards-based materials, resources, and technologies.

Performance Indicators 4.2. a. Select and adapt culturally responsive/sensitive, age-appropriate, and linguistically accessible materials. 4.2. b. Select and adapt a variety of materials and other resources including L1 resources, appropriate to ELLs’ developing English language and literacy. 4.2. c. Select technological resources (e.g., Web, software, computers, and related media) to enhance instruction for ELLs of diverse backgrounds and at varying English proficiency levels.


1. Participate in group discussions planning for standards-based instruction for ELLs and instructional resources and technology. (4.1a-4.1.e, and 4.2.a-4.2.c)

2. Present oral reports on some facet of planning for standards based instruction for

English Language Learners. (4.1a-4.1.e) 3. Write modified lesson plans to demonstrate knowledge of the concepts, research and

best practice strategies to plan classroom instruction in a supportive learning environment for ELLs (4.1a-4.1.e)

4. Design lesson plans that include evidence of the adaptation of a wide range of

standards-based materials, resources and technologies which are age appropriate and linguistically accessible. (4.2.a-4.2.c)

5. Give individual small group microteaching or think-pair-share activities for peers to

encourage discussion and feedback. (4.1a-4.1.e, and 4.2.a-4.2.c) 6. Work in grade level or subject area groups to develop curriculum materials or

teaching resources appropriate for ELL students. (4.1a-4.1.e, and 4.2.a-4.2.c) 7. Participate in presentations, discussions, projects and other activities which help the

participant master the content of the course and assist the ELL student. (4.1a-4.1.e, and 4.2.a-4.2.c)


1. Demonstrate increased competency on 80% of the specific objectives of the component

as determined by pre/post testing or other valid methods/measures including but not limited to completed projects or products, demonstration of objectives or competencies and any other method of measurement acceptable to the instructor.













COMPONENT TITLE: ESOL Testing and Evaluation

DATA ELEMENTS: Primary Purpose (PP) A Delivery Method (DM A/B Implementation Method (IM) O/Q Evaluation - Student A/D Evaluation - Staff (FM) A MAXIMUM POINTS: 60 SCOPE: Instructional Personnel GENERAL OBJECTIVES: The participant will demonstrate an understanding of issues and concepts of formative and summative assessment and use standards-based procedures with ESOL students. The participant will understand and apply knowledge of assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels. The participant will also understand issues around accountability. This includes the implications of standardized assessment as opposed to performance-based assessments, and issues of accommodations in formal testing situations. SPECIFIC OBJECTIVES: Standard 1: Assessment Issues for ELLs Teachers will understand and apply knowledge of assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels. Examples include cultural and linguistic bias; testing in two languages; sociopolitical and psychological factors; special education testing and assessing giftedness; the importance of standards; the difference between formative and summative assessment; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests). Teachers will also understand issues around accountability. This includes the implications of standardized assessment as opposed to performance-based assessments, and issues of accommodations in formal testing situations.

Performance Indicators 5.1. a. Demonstrate an understanding of the purposes of assessment as they relate to ELLs of diverse backgrounds and at varying English proficiency levels. 5.1. b. Identify a variety of assessment procedures appropriate for ELLs of diverse backgrounds and at varying English proficiency levels. 5.1. c. Demonstrate an understanding of appropriate and valid language and literacy assessments for ELLs of diverse backgrounds and at varying English proficiency levels.

5.1. d. Demonstrate understanding of the advantages and limitations of assessments, including the array of accommodations allowed for ELLs of diverse backgrounds and at varying English proficiency levels. 5.1. e. Distinguish among ELLs’ language differences, giftedness, and special education needs.

Standard 2: Language Proficiency Assessment Teachers will appropriately use and interpret a variety of language proficiency assessment instruments to meet district, state, and federal guidelines, and to inform their instruction. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders.

Performance Indicators 5.2. a. Understand and implement district, state, and federal requirements for

identification, reclassification, and exit of ELLs from language support programs, including requirements of the LULAC Consent Decree.

5.2. b. Identify and use a variety of assessment procedures for ELLs of diverse

backgrounds and varying English proficiency levels. 5.2. c. Use multiple sources of information to assess ELLs’ language and literacy skills

and communicative competence. Standard 3: Classroom-Based Assessment for ELLs Teachers will identify, develop, and use a variety of standards- and performance-based, formative and summative assessment tools and techniques to inform instruction and assess student learning. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders.

Performance Indicators 5.3. a. Use performance-based assessment tools and tasks that measure ELLs’ progress

in English language and literacy development. 5.3. b. Understand and use criterion-referenced assessments appropriately with ELLs

from diverse backgrounds and at varying English proficiency levels. 5.3. c. Use various tools and techniques to assess content-area learning (e.g., math,

science, social studies) for ELLs at varying levels of English language and literacy development.

5.3. d. Prepare ELLs to use self- and peer-assessment techniques, when appropriate. 5.3. e. Assist Ells in developing necessary test-taking skills. 5.3. f. Assess ELLs’ language and literacy development in classroom settings using a

variety of authentic assessments, e.g., portfolios, checklists, and rubrics.


1. Participate in group discussions relative to assessment issues for ELL students, language proficiency assessment and classroom assessment for ELLs. (5.1a-5.1.e, 5.2.a-5.2.c, and 5.3.a-5.3.f)

2. Modify existing teacher-made and criterion reference tests/other assessment instruments for the ELL student. (5.1a-5.1.e, and 5.3.a-5.3.f)

3. Develop appropriate assessment procedures for material currently used in the district. (5.1a-5.1.e and 5.3.a-5.3.f)

4. Develop appropriate informal (checklists, teacher observations, samplings of student work, etc.) assessment for the ELL student including those that would indicate the students current level of proficiency. (5.1a-5.1.e, 5.2.a-5.2.c and 5.3.a-5.3.f)

5. Identify and discuss appropriate language proficiency assessments. (5.1a-5.1.e, and 5.2.a-5.2.c)

6. Discuss how to share assessment data with parents on student progress. (5.1a-5.1.e, 5.2.a-5.2.c and 5.3.a-5.3.f)

7. Participate in presentations, discussions, projects and other activities which help the participant master the content of the course and assist the L2 student. (5.1a-5.1.e, 5.2.a-5.2.c and 5.3.a-5.3.f)





using Professional Development form SDP-03. 6. Activities conducted under this component will be evaluated by participants and

inservice leaders to determine 1) the degree to which objectives have been addressed, and 2) the impact of acquired skills on students when implemented in the educational setting.

LEARNING (DELIVERY) METHODS: An activity under this component must align with at least one of the state-identified delivery methods listed below: Workshop Electronic, interactive Electronic, non-interactive Learning Community/Lesson Study group Independent Inquiry (Includes, for example, Action Research) Structured Coaching, Mentoring (may include one-on-one or small group instruction by a mentor/coach

with a teacher with specific learning objectives)

IMPLEMENTATION (FOLLOW-UP) METHODS: An activity under this component must align with at least one of the state-identified implementation methods lsted below. An implementation activity must document the impact of a participant’s acquired skills on students when implemented in the educational setting. Structured Coaching/Mentoring (may include direct observation, conferencing, oral reflection




C. MATRIX

The matrix is a visual presentation of the components, in terms of how the competencies are addressed and what methods were used to demonstrate the competencies.

All competencies identified in Section III must be included in the components and must be demonstrated by the participants prior to the district certifying program completion. The matrix shall indicate the component(s)/courses(s) and the component specific objective(s) or expected learner outcomes that address each competency identified in Section III and the method used to verify the competency demonstration. (Example below)

ESOL TEACHER STANDARD

COMPONENT TITLE AND NUMBER

PERFORMANCE INDICATOR

EVALUATION METHOD

Culture as a Factor in ELLs’ Learning

Cross- Cultural Communications

1-705-595 1.1. a.-1.1.f.

Successful completion of one or more of the following: Pre/post tests, projects, demonstration, or other methods of measurement

Language as a System

Applied Linguistics 2.1.a-2.1.e


Language Acquisition and Development

Applied Linguistics 2.2.a-2.2.d


Second Language Literacy

Development Applied Linguistics 2.3.a-2.3.e


ESL/ESOL Research and

History

Methods of Teaching ESOL

3.1.a-3.1.c


Standards-Based ESL and Content

Instruction


3.2.a-3.2.k


Effective Use of Resources and Technologies


3.3.a-3.3.c


Planning for Standards-Based Instruction for

ELL's

ESOL Curriculum and Materials Development 4.1.a-4.1.e


Instructional Resources and

Technology

ESOL Curriculum and Materials Development

4.2.a-4.2.c


Assessment Issues for ELL's

ESOL Testing and Evaluation

5.1.a-5.1.e


Language Proficiency Assessment


5.2.a-5.2.c


Classroom-Based Assessment for

ELL's


5.3.a-5.3.f


D. INSTRUCTORS Instructors will normally be teachers in the appropriate content area employed by the School District of Osceola County, Florida, or contracted by an institution of higher education and/or a highly qualified staff member or other instructor approved by the district. Instructors will have a master’s degree or a minimum of three years of experience in teaching ESOL and hold the ESOL Endorsement. Only a person with knowledge/experience in ESOL and knowledge/experience in content based language instruction or language sensitive content instruction will be approved by the district to instruct these courses. The district will implement inservice training procedures in compliance with state Board of Education requirements. The district provides assurance that it will consider trainers in the following order, and maintain records whenever it cannot provide inservice staffed by a person with the higher level(s) or training/experience: 1. A master’s degree in ESOL, applied linguistics, bilingual education or allied language

field, and successful experience with ELL children in the K-12 school system; knowledge of and experience in content-based ESOL instruction; experience as a trainer/facilitator.

2. The five endorsement courses, and successful experiences with ELL children in the K-12 school system; knowledge of and experience in content-based ESOL instruction; experience as a trainer/facilitator.

3. A master’s degree in ESOL or applied linguistics, and knowledge of and experience in content-based ESOL instruction; experience as a trainer/facilitator.

4. A master’s degree in an education field other than language related, and successful experience with ELL children in the K-12 school system; knowledge of and experience in language sensitive content instruction; experience as a trainer/facilitator.

5. The 60-hour component or three credit hour university course in ESOL strategies for content in instruction; and successful experience with ELL children in the K-12 school system; knowledge of an experience in language sensitive content instruction; experience as a trainer/facilitator.

6. Successful experience with ELL children in the K-12 school system, and knowledge of and experience in content-based ESOL instruction and/or language sensitive content instruction; experience as a trainer/facilitator.

7. Any of the above, with no experience as a facilitator/trainer.

8. Any of the above 1-6 with successful administrative experience in higher education or teacher inservice programs in lieu of K-12 experience; knowledge of and experience in language sensitive content instruction; experience as a trainer/facilitator.

V. COMPLETION REQUIREMENTS

A. PROGRAM COMPLETION

Candidates endeavoring to add the ESOL Endorsement to the Florida Educator’s Certificate must earn a minimum of three-hundred (300) inservice points by successfully completing the prescribed set of inservice components included in this program or their equivalent and demonstrate the competencies required for the certification endorsement. Demonstration of the competencies required will take place during and at the conclusion of each component as described below. Inservice training credits for candidates completing the add-on program will consist of a candidate’s successful completion of one-hundred and eighty (180) inservice points of direct classroom instruction plus completion of one-hundred twenty (120) inservice points of practicum and follow-up activities.

B. COMPETENCY DEMONSTRATION Candidates must satisfy all of the add-on program requirements when they have

demonstrated completion of each of the required inservice components. Additionally, they must have demonstrated knowledge in each of the competencies which are required for the endorsement as evaluated and determined by the instructor of each component.

Competency demonstration shall be through, but not be limited to, class activities as prescribed and evaluated by the component instructor including presentations, projects, tests, lesson preparation, lesson plan preparation, reports (both oral and written), classroom demonstrations, research-related studies, and/or sight competency verification.

C. COMPETENCY VERIFICATION

Candidates may verify competencies in lieu of the required training by presenting to the Coordinator of Certification Services of the School District of Osceola County, Florida, or designee, evidence of completion through comparable college courses taken at a fully accredited institution of higher education and evidenced by an official transcript from said institution. Such evidence will be processed by the Coordinator of Certification Services, or designee, in conjunction with completed competencies through the inservice program and as outlined above in the Completion Requirements and/or additional college courses. Said evidence will be processed as application for and attainment of certification as prescribed by the Florida Department of Education.

Competency verification of candidates in the inservice program will take place upon successfully completion of the specific objectives and specific activities of each component in using the performance indicators included in same as determined by the component instructor.

The component instructor will determine competency attainment based upon any and all of the following:

1. Assessment Criteria--measurable indicators related to identified competencies.

2. Appropriate Data Collection Instruments and Procedures--methods for collecting

sufficient evidence of the teacher's ability to demonstrate the unique set of competencies and obtain a passing score on appropriate state assessment for coverage add-ons.

3. Well-Defined Implementation Policies and Procedures--written documents designed

to ensure fair and consistent application of the competency verification system, including specification of who, when, how, and under what conditions the verification is done.

VI. PROGRAM EVALUATION An annual review of the previous year’s program operations will be made and shall include a determination of the program performance and the carry-over as determined by the following: 1. The effect of the inservice education and training in the educational setting (Rule 6A-

5.071(4) (e) 3, F.A.C.).

2. The effectiveness of the program in its attempt to allow participants to acquire competencies.

3. Whether the management, operation, and delivery of the program are efficient and meet the needs of the district and the participants.

4. Whether the program is cost effective for the district.

Review of the evaluation results will determine program improvement and/or changes. In addition, the data collected by the program evaluation plan is required when the School District requests continued approval of the program by the Florida Department of Education. Data collection is attained through the Information Services department; the annual Professional Development needs assessment, Multicultural Education department, and other sources.

Program evaluation will also consist of consultants’ and candidates’ assessments of how well the management, operation and delivery of the program assisted candidates to achieve the endorsement. A cost effective study will be done in conjunction with the Multicultural Education and Professional Development departments. VII. MANAGEMENT The Director of Professional Development will be responsible for the overall management of the add-on program. The Multicultural Education department will establish and coordinate inservice training for the endorsement program including the acceptance of students into the program, advising students, maintaining attendance records for inservice points, accepting transfer credits, and certifying completion of the program to the Coordinator of Certification Services.

A. CANDIDATE APPLICATION AND ADMISSION

Candidates must apply for the add-on program through the district Coordinator of Certification Services, or designee. To be eligible to participate in the ESOL Endorsement program, a candidate must: 1. Hold a valid Florida Professional or Temporary Certificate based upon a bachelor’s

degree or higher with certification in any ESOL Category I area as identified by the Florida Department of Education. A candidate who enters the program based on a temporary certificate must show proof of eligibility for a Professional certificate prior to the district’s verification of completion of the program.

2. Be currently employed by the School District of Osceola County, Florida.

B. ADVISEMENT

The Information Services Department (IS) has the ability to identify, track and monitor training requirements of instructional staff the provide instruction or services to Pre K-12th grade ELL students. The department maintains a student/staff data base which identifies personnel in need of ESOL training. The principal or site administrator has access to this data base and must verify the accuracy of the data to the Coordinator of Certification Services in Human Resources in advance of FTE survey periods. Initial category assignment and/or changes in assignment must be verified by the administrator. Instructional staff members who are interested in adding the ESOL Endorsement to their Florida Educator’s Certificate will be directed to the Executive Director of Professional Development or the Director of Multicultural Education for information regarding program procedures and requirements for the completion of the Add-On-Certification Program for the ESOL Endorsement. The Professional Development and Multicultural Education departments within the district will work jointly to insure that staff members are available to assist candidates with the initial program orientation, the development of a plan of study, providing inservice training information, and follow-up advisement for successful program completion.

C. ATTENDANCE

Attendance is mandatory unless the absence is excused by the instructor for serious or extreme emergencies. Excused absences and missed assignments must be satisfied through a schedule approved by the instructor(s).

D. TRANSFER AND UTILIZATION OF CREDIT

1. Inservice records will be maintained by the Professional Development department.

Verification for certification endorsement or for conversion to college credit will be issued from Multicultural Education in consultation with the district Certification Office.

2. Inservice records from other school districts may be accepted and applied to the Endorsement Program provided that the following procedures are followed.

3. The inservice credit was earned as a part of an approved ESOL Endorsement

program.

4. Candidates must complete an ESOL Plan of Study Form and list inservice activities which they believe might satisfy component requirement for the Endorsement.

5. Candidates must request that an official Inservice Transfer Record be forwarded from their previous employer to Osceola County’s Director of Professional Development.

6. The Director of Professional Development will make a determination of the appropriateness of completed components and will transfer applicable credit.

7. Program placement and advisement will be provided to the applicant by the district Certification Office.

8. Records will be transferred from the School District of Osceola County, Florida to other school districts upon request. Professional Development will be responsible for the processing of requests.

E. CERTIFICATION OF COMPLETION

When candidates have completed all inservice training requirements and have demonstrated mastery of competencies and objectives, the applicant will request that the Multicultural Education department review the Inservice Training Record and verify completion of all requirements for the endorsement. The district Certification Office will forward all required documents to the Florida Department of Education.

VIII. SCHOOL BOARD APPROVAL In order for the add-on program to receive state approval, it must have a statement signed by the district superintendent and chairman of the school board stating that it has been approved locally for submission. When the add-on program is available for a consortium of school districts, each district must submit verification of school board approval. The English for Speakers of Other Languages Add-On Endorsement Program was approved by the School Board of Osceola County, Florida at its meeting on May 5, 2015. ____________________________ ____________________________ Melba Luciano Tim Weisheyer Superintendent Chair

ESOL Certification and Compliance Procedures Revised 7/1/2013

Category I Includes teachers giving instruction in: Primary Language Arts/English/Language Arts through ESOL, Developmental Language Arts, Intensive Reading, and Reading. This is the only category in which a teacher is required to hold or work towards the ESOL Endorsement or ESOL K-12 coverage. The teacher’s name will remain on the Out-of-Field Report until ESOL has been added to the certificate. It is possible for a teacher to be out-of-field, but still be in compliance. The teacher may not have obtained the ESOL Endorsement or ESOL K-12 coverage on their certificate, but would still be in compliance if the inservice hours have been completed according to the timeline. There are two options available for Category I teachers: Option 1 – Complete the 300-hour ESOL Endorsement program in accordance with the following timeline mandated in State Board Rules. For beginning and experienced teachers, the first 60 ESOL inservice hours, towards the ESOL Endorsement, must be completed within the first two school years of teaching, and an additional 60 ESOL inservice hours must be completed each year thereafter, until the 300 hour program has been completed and the endorsement has been added to the certificate. If at any time the teacher does not complete the required 60 ESOL inservice hours by the district deadline, the teacher will become out of compliance and will not be eligible for continued employment in the position. In this instance to re-gain compliance status, the teacher must follow Option 2. Option 2 – Pass the ESOL K-12 subject area exam and add the ESOL K-12 coverage to the certificate, based on the passing score. The teacher will have three school years from the date that the coverage is added to the certificate to complete 120 ESOL inservice hours. Please note the following:

It is not a requirement that the 120 ESOL inservice hours are completed prior to taking the ESOL K-12 exam. This is a recommendation by the district in order to prepare for the test.

All ESOL points are acceptable towards the 120, no matter how old.

The 120 ESOL inservice hours can also be considered complete if the teacher has completed the District Reading Endorsement Add-on Inservice Program and has added the Reading Endorsement to the certificate.

The teacher’s name will be removed from the Out-of-Field Report when the coverage has been added to the certificate and at that point the teacher will be considered in-field and in compliance.

If the 120 ESOL inservice hours are not completed by the district deadline, the teacher will become out of compliance and will not be eligible for continued employment in the position. The ESOL K-12 coverage will be deleted from the certificate at the next certificate renewal period if the 120 hours have not been completed within three school years. In this instance to re-gain compliance status, the teacher must complete the 120 ESOL inservice hours and reapply to add the ESOL K-12 coverage back to the certificate.

ESOL college coursework can be used in lieu of district inservice hours to satisfy the 120 hour requirement. The coursework must total six (6) semester hours and must be approved by the District Multicultural Education Department.

The requirements and timeline outlined in Option 1 (60 hours each year) must be followed until such time that the teacher has met the requirements to follow Option 2 (passing the ESOL K-12 subject area exam and adding the ESOL K-12 coverage to the certificate). The Option 2 timeline cannot begin until the ESOL K-12 coverage has been issued on the certificate. Category II Includes teachers giving instruction in: Social Studies, Mathematics, Science and Computer Literacy. A beginning teacher (no previous teaching experience) must complete the 60 hour Methods of Teaching ESOL workshop within two school years in order to maintain compliance. An experienced teacher must complete the 60 hour Methods of Teaching ESOL workshop within one school year in order to maintain compliance. Teachers who have not completed the requirement by the district deadline are considered to be out of compliance and will not be eligible for continued employment in the position. Teachers in this category will not be listed on the Out-of-Field Report since the ESOL Endorsement or ESOL K-12 coverage is not required. NOTE: The district is eligible to receive additional funding from the state for the students of Category I and II teachers who are in compliance. Category III Includes all other subjects not included in Categories I or II. Examples: Speech Language Therapist, Art, Music, Physical Education, and Vocational Subjects. A beginning teacher (no previous teaching experience) must complete the 18 hour Methods of Teaching ESOL workshop within two school years in order to maintain compliance. The 60 hour version of this workshop is also acceptable; however, only the 18 hour workshop is required. An experienced teacher must complete the 18 hour Methods of Teaching ESOL workshops within one school year in order to maintain compliance. The 60 hour version of this workshop is also acceptable; however, only the 18 hour workshop is required. Teachers who have not completed the requirement within their timeline are considered to be out of compliance and will not be eligible for continued employment in the position. Teachers in this category will not be listed on the Out-of-Field Report since the ESOL Endorsement or ESOL K-12 coverage is not required.

Category IV Includes School Administrators and Guidance Counselors. Employees in this category must complete 60 ESOL inservice hours within three school years. Either the 60 hour Administrator/Guidance Counselor–Content ESOL or the 60 hour Methods of Teaching ESOL workshops are acceptable to satisfy this requirement. If the employee does not complete the required 60 ESOL inservice hours by the district deadline, the employee will become out of compliance and will not be eligible for continued employment in the position.

ESOL Categories and Workshops

Category I – English/Language Arts/Reading Teachers in this category must complete the first 60 ESOL inservice hours within the first two school years of teaching and an additional 60 ESOL inservice hours each year thereafter, until the ESOL Endorsement has been added to the certificate. Teachers in Category I must continue taking 60 ESOL hours each school year until the ESOL Endorsement or the ESOL K-12 Coverage has been added to their certificate. If the ESOL K-12 coverage is added to the certificate, based on the passing ESOL K-12 subject area exam, 120 ESOL inservice hours must be completed within three school years of ESOL K-12 being issued on the certificate.

District Workshops for Category I—Recommended Order For Completion (300-hour ESOL Endorsement Program). Note: The revised program below was effective July 1, 2011. The 19 and 25 hour classes previously offered do not satisfy any of the requirements towards the revised program.

ESOL Endorsement Competency 1 – Methods of Teaching ESOL (online class)

(formerly Empowering ESOL Teachers Volumes I and II) – 60 inservice hours ESOL Endorsement Competency 2 – Applied Linguistics (online class) - 60 inservice

hours ESOL Endorsement Competency 3 – ESOL Curriculum and Materials Development

(online class) - 60 inservice hours ESOL Endorsement Competency 4 – ESOL Testing and Evaluation (online class) - 60

inservice hours ESOL Endorsement Competency 5 – Cross-Cultural Communications (face-to-face

class) - 60 inservice hours Category II – Math, Science, Social Studies, and Computer Literacy Teachers in this category must complete 60 ESOL inservice hours as follows: teachers with previous teaching experience must complete the requirement in the first school year of employment; and teachers with no previous teaching experience must complete the requirement within the first two school years of employment.

District Workshop for Category II: Methods of Teaching ESOL (online class – same as Competency 1) - 60 inservice hours

Category III – All Other Subject Areas Not Included in Categories I and II (e.g., Music, Art, Physical Education, Prekindergarten, Media Specialist, Vocational) Teachers in this category must complete 18 ESOL inservice hours as follows: teachers with previous teaching experience must complete the requirement in the first school year of employment; and teachers with no previous teaching experience must complete the requirement within the first two school years of employment.

District Workshop for Category III: Methods of Teaching ESOL for Category III teachers (online class) – 18 inservice hours

Category IV – Guidance Counselors and School Administrators Individuals in this category must complete 60 ESOL inservice hours within three school years of employment.

District Workshop for Category IV: Administrator / Guidance Counselor – Content ESOL (60 inservice hours), or if not

offered can take: Methods of Teaching ESOL (online class – same as Competency 1) – 60 inservice hours


Add-On Reading Endorsement Program


Table of Contents

Program Rationale and Purpose…………………………………………………………………...4 Program Content/Curriculum……………………………………………………………………...4

Specialization/Professional Studies…………………………………………....................5 Nationally Recognized Guidelines………………………………………………………..5

Instructional Design and Delivery………………………………………………………………...6 Instructional Strands……………………………………………………………………....7 Training Components……………………………………………………………………...8 Foundations in Language and Cognition………………………………………….8 Foundations of Research-Based Practices……………………………………….11 Foundations of Assessment………………………………………………………13 Foundations of Application of Differentiated Instruction……………………….16 Demonstration of Accomplishment……………………………………………...19 Matrix…………………………………………………………………………………….23 Completion Requirements……………………………………………………………………….47 Program Completion……………………………………………………………………..47 Competency Demonstration……………………………………………………………...47 Competency Verification………………………………………………………………...48 Program Evaluation……………………………………………………………………………...48 Management……………………………………………………………………………………...48

Application and Admission……………………………………………………………..49

Advisement……………………………………………………………………………....49 Attendance Requirements………………………………………………………………..49 Transfer and Utilization of Credit……………………………………………………..…50

Certification of Completion……………………………………………………………...50 School Board Approval……………………………………………………………….…………50 Forms………………………………………………………………………………………….....51 Verification of Points…………………………………………………………………….51 Add-On Endorsement Application Form………………………………………………..52 Resources…………………………………………………………………………………...……53 Addendum………………………………………………………………………………………..59

I. Program Title: The School District of Osceola County, Florida

Developed in collaboration with Just Read Florida Add-on Program

Reading Endorsement II. Program Rationale and Purpose: It is recognized nationally that forty percent (40%) of the population has severe reading problems (NICHD). Along with the No Child Left Behind Act, the State of Florida has recognized this national issue by enacting Florida Text Rules 6A-4.0291,and 6A-4.0292 mandating requirements for teachers of reading. The law specifies that by July 2006, teacher certification for reading courses at the secondary level must include either a K-12 reading endorsement or K-12 reading certification. Also, teacher certification for courses coded as elementary reading requires options of K-12 reading endorsement, K-12 reading certification, or elementary education certification. In collaboration with Region III counties, The School District of Osceola County, Florida, has developed an inservice training program to help teachers satisfy this requirement and lead to the addition of an endorsement in reading. It is expected that the endorsement will result in more teachers acquiring the appropriate skills and competencies to identify reading problems very early and to provide for required interventions and assistance to improve reading for all students. The program will ensure that highly qualified reading teachers will be available for students needing intensive reading instruction and, more generally, will raise the knowledge and skill level of all teachers with regard to the reading process. III. Program Content/Curriculum: The competencies for this add-on reading endorsement program are aligned with Text Rule 6A-4.0163. 6A-4.0163 Reading Endorsement Competencies. The competencies and indicators required for approval of educator preparation programs pursuant to Rule 6A-5.066, F.A.C., and for district in-service add-on programs pursuant to Section 1012.575, F.S., for certification in the Reading Endorsement, are contained in the publication, Reading Endorsement Competencies 2011, (http://www.flrules.org/Gateway/reference.asp?No=Ref-00556) which is hereby incorporated by reference and made a part of this rule. Copies of the Reading Endorsement Competencies 2011 may be obtained by contacting Just Read, Florida!, Department of Education, 325 West Gaines Street, Room 501, Tallahassee, Florida 32399, or from the website at http://www.justreadflorida.com/endorsement/. The standards set forth in the Reading Endorsement Competencies 2011 shall be incorporated into all teacher preparation programs and district in-service add-on programs no later than August 1, 2012. Rulemaking Authority 1001.02(2), 1012.55(1) FS. Law Implemented 1001.215, 1012.55(1) FS. History–New 5-19-08, Amended 10-25-11.

Florida’s Reading Endorsement Competencies: COMPETENCY 1: Foundations of Reading Instruction – Teachers will develop substantive understanding of the six components of reading as a process: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary.

COMPETENCY 2: Application of Research-Based Instructional Practices – Teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will engage in the systematic problem solving process.

COMPETENCY 3: Foundations of Assessment – Teachers will understand how to select and administer appropriate assessments and analyze data to inform reading instruction to meet the needs of all students. Teachers will engage in the systematic problem solving process. COMPETENCY 4: Foundations and Applications of Differentiated Instruction – Teachers will have a broad knowledge of students from differing profiles in order to understand and apply research-based instructional practices by differentiating process, product and context. Teachers will engage in the systematic problem solving process.

COMPETENCY 5: Demonstration of Accomplishment – Teachers will, through a culminating practicum, demonstrate knowledge of the components of reading, as well as assessments and data analysis, to implement a comprehensive research-based reading plan of instruction for all students. Teachers will engage in the systematic problem solving process.

The content and delivery of each course will be aligned with the Planning, Learning, Implementing and Evaluating Standards contained in Florida’s Professional Development Evaluation Protocol (2010-2014). For each of the competencies, participants must demonstrate mastery of the course objectives to receive final inservice credit. Participant engagement in clinical activities is an integral part of the add-on program for the reading endorsement. Specific clinical activities include each of the following:

Working with students from among diverse groups of elementary and secondary readers:

o students reading at grade level o AIP students o ESE inclusion students o LEP students

Assessment of student(s) to generate comprehensive student reading profiles. Analysis of data Applications of appropriate instructional practices and resources to meet reading needs

of students Tracking student reading development over time Use of differentiated reading instruction to meet needs of students with varying reading

needs

B. Specialization/Professional Studies: The Reading Endorsement is intended solely for teachers who currently hold or are eligible for a valid Florida Professional Educator’s Certificate based on a Bachelor’s or higher degree. C. Nationally Recognized Guidelines: Guidelines other than those listed by the State for the K-12 Reading Endorsement (including Specialization Requirements for Certification in Reading, Grades K-12; Certification requirements for Exceptional Student Education; Specialization Requirements for Adding English for Speakers of Other Languages) were consulted. Such guidelines include International Reading Association’s Standards for Reading Professionals, National Institute for Literacy’s Using Research and Reason in Education, National Institute for Child Health and Development’s Preventing Reading Difficulties in Young Children, and the National Reading Panel’s, Teaching Children to Read. These guidelines were used in the selection of topics of study; program design; specific course content, objectives, and necessary resources; and professional development activities, including clinical activities. As a result, each course will be grounded in research which addresses the 6 elements of reading; appropriate uses of assessment for screening, diagnosis and progress monitoring; as well as research based initial instruction and immediate intensive intervention. Articles and/or portions of these documents as well as other resources listed in the bibliography will be used for group study and individual reflective writing and application. An action research component based on Using Research and Reason in Education will begin in Competency 1 and be integrated throughout all courses, leading to the participants’ comfort and competence in action research in Competency 5. IV. Instructional Design and Delivery In order to adequately prepare participants for a successful clinical experience, the instructional design provides a framework that scaffolds participants from the foundational competencies, throughout the application competencies and toward the supervised practicum of Competency 5. This is accomplished by progressively increasing requirements for investigative activities as participants move through the competencies. Elements of the investigative activities will include a learning community approach and collaborative action research as appropriate to the competencies culminating in a supervised practicum. Investigative activities will be chosen from a menu by the component instructor based on participant knowledge, instructional assignment and assessed student needs. Investigative activities may include, but are not limited to:

lesson plan design article review individual study and research-based practice reports reflection after viewing research-based practice reflection after viewing student assessment activity case study of struggling reader(s)

Investigative activities will be aligned with evaluation requirements thus providing meaningful and authentic demonstration of the specific indicators for each competency.

A. Instructional Strands Component

# Inservice

Points Component Title Knowledge

Acquisition Points

Investigative Activities

Points 01-013-580 60 Foundations of Reading Instruction 45-48 12-15

01-013-581 60 Application of Research-Based Instructional Practices

45-48 12-15

01-013-582 60 Foundations of Assessment 45-48 12-15

01-013-583 60 Foundations and Applications of Differentiated Instruction

45-48 12-15

01-013-584 60 Demonstration of Accomplishment 12 48

Total: 300

B. Training Components Title: Foundations of Reading Instruction - Reading Endorsement Competency 1 Component Identifier Number: 01-013-580 Participants: Certified Personnel Length of Time: 60 Hours Inservice Points: Sixty inservice points will be awarded upon satisfactory completion of the objectives/activities described.

GENERAL OBJECTIVES: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending diverse text. Teachers will understand how writing, listening, and speaking support the teaching of reading, and how family involvement supports student achievement in reading. Teachers will understand that all students have instructional needs and apply the systematic problem solving process: use data to accurately identify a problem, analyze the problem to determine why it is occurring, design and implement instruction/interventions, and evaluate the effectiveness of instruction/interventions. Teachers will understand that the problem solving process is recursive and ongoing, utilized for effective instructional decision making. Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary.

SPECIFIC OBJECTIVES: The total inventory of Performance Indicators (A-G) satisfies Competency 1. Performance Indicator A: Comprehension 1.A.1 Understand that building oral and written language facilitates comprehension. 1.A.2 Understand the importance of learning syntax, semantics, pragmatics, vocabulary, and text structures required for comprehension of formal written language of school, often called “academic language.” 1.A.3 Understand the impact of text upon reading comprehension (e.g., genre, readability, coherence, text structure, and text complexity). 1.A.4 Understand how the interaction of reader characteristics, motivation, purpose of reading, and text elements impacts comprehension and student engagement. 1.A.5 Identify cognitive targets (e.g., locate/recall; integrate/interpret; critique/evaluate) and the role of cognitive development in the construction of meaning of literary and informational texts. 1.A.6 Understand reading as a process of constructing meaning from a wide variety of print and digital texts and for a variety of purposes.

1.A.7 Understand the reading demands posed by domain specific texts. 1.A.8 Understand that effective comprehension processes rely on well-developed language, strong inference making, background knowledge, comprehension monitoring and self-correcting. 1.A.9 Understand how English language learners’ linguistic and cultural background will influence their comprehension. 1.A.10 Understand the role of formal and informal assessment of comprehension in making instructional decisions to meet individual student needs. Performance Indicator B: Oral Language 1.B.1 Understand how the students’ development of phonology, syntax, semantics, and pragmatics relates to comprehending written language. 1.B.2 Understand the differences between social and academic language. 1.B.3 Understand that writing enhances the development of oral language. 1.B.4 Understand that the variation in students’ oral language exposure and development requires differentiated instruction. 1.B.5 Recognize the importance of English language learners home languages, and their significance for learning to read English. 1.B.6 Understand the role of formal and informal oral language assessment to make instructional decisions to meet individual student needs. Performance Indicator C: Phonological Awareness 1.C.1 Understand phonology as it relates to language development and reading achievement (e.g., phonological processing, phonemic awareness skills, phonemic analysis and synthesis). 1.C.2 Recognize the phonological continuum beginning with sensitivity to large and concrete units of sound (i.e., words & syllables) and progressing to small and abstract units of sound (onset-rimes and phonemes). 1.C.3 Understand that writing, in conjunction with phonological awareness, enhances reading development. 1.C.4 Distinguish both phonological and phonemic differences in language and their applications in written and oral discourse patterns (e.g., language & dialect differences). 1.C.5 Understand how similarities and differences in sound production between English and other languages affect English language learners’ reading development in English. 1.C.6 Understand the role of formal and informal phonological awareness assessment to make instructional decisions to meet individual student needs. Performance Indicator D: Phonics 1.D.1 Understand that phonological units (words, syllables, onset-rimes, and phonemes) map onto orthographic units (words, rimes, letters) in alphabetic languages. 1.D.2 Understand sound-spelling patterns and phonics (grapheme-phoneme correspondence rules). 1.D.3 Understand structural analysis of words.

1.D.4 Understand that both oral language and writing can be used to enhance phonics instruction. 1.D.5 Understand the role of formal and informal phonics assessment to make instructional decisions to meet individual student needs. Performance Indicator E: Fluency 1.E.1 Understand that the components of reading fluency are accuracy, expression, and rate which impact reading endurance and comprehension. 1.E.2 Understand that effective readers demonstrate flexibility by adjusting their reading rate to accommodate the kinds of texts they are reading in order to facilitate comprehension. 1.E.3 Understand the relationships among fluency, word recognition, and comprehension. 1.E.4 Understand that both oral language and writing enhance fluency instruction. 1.E.5 Understand the role of formal and informal fluency assessment to make instructional decisions to meet individual student needs.

Performance Indicator F: Vocabulary 1.F.1 Understand the goal of receptive and expressive vocabulary instruction is the application of a student’s understanding of word meanings to multiple oral and written contexts. 1.F.2 Understand morphology as it relates to vocabulary development (e.g., morphemes, inflectional and derivational morphemes, morphemic analysis). 1.F.3 Identify principles of semantics as they relate to vocabulary development (e.g., antonyms, synonyms, figurative language, etc.). 1.F.4 Understand the domain specific vocabulary demands of academic language. 1.F.5 Understand that writing can be used to enhance vocabulary instruction. 1.F.6 Understand the role of formal and informal vocabulary assessment to make instructional decisions to meet individual student needs. Performance Indicator G: Integration of the reading components 1.G.1 Identify language characteristics related to social and academic language. 1.G.2 Identify phonemic, semantic, and syntactic variability between English and other languages. 1.G.3 Understand the interdependence between each of the reading components and their effect upon reading as a process for native speakers of English and English language learners. 1.G.4 Understand the impact of oral language, writing, and an information intensive environment upon reading development. 1.G.5 Understand the importance of comprehension monitoring and self-correcting to increase reading proficiency. 1.G.6 Understand the role of formal and informal reading assessment to make instructional decisions to meet individual student needs.

DESCRIPTION OF ACTIVITIES: In the knowledge acquisition portion of Competency 1, participants will be actively engaged in research-based content designed to inform participants of substantive knowledge of language structure, function and cognition for each of the six major components of the reading process. Literacy Essentials for Teachers of Reading and Spelling (LETRS) by Dr. Louisa Moats, Modules 1-6 and Module 11 is the delivery model. Investigative activities included in LETRS will be the foundation of course assignments. Additional investigative activities will be chosen from a menu by the component instructor based on participant knowledge, instructional assignment, assessed student needs and delivery mode. Investigative activities may be collaborative and include, but are not limited to: article review individual study and report on research-based practice reflective writing after viewing research-based practice Investigative activities will be aligned with evaluation requirements thus providing meaningful and authentic demonstration of the specific indicators for this competency. EVALUATION: The participants will demonstrate mastery at or above an 80% level of all required indicators through the completion of a post test/class assignments. FOLLOW UP: This course will be offered as part of an ongoing program leading to a reading endorsement culminating in a supervised practicum through which participants will gain experience in implementing instructional strategies learned in this course and finally demonstrate attainment of the competencies of each component. Follow-up will be provided through the ongoing support of program instructors and through the practicum supervisor.

Title: Application of Research-Based Instructional Practices - Reading Endorsement Competency 2 Component Identifier Number: 01-013-581 Participants: Certified Personnel Length of Time: 60 Hours Inservice Points: Sixty inservice points will be awarded upon satisfactory completion of the objectives/activities described. GENERAL OBJECTIVES: Teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will engage in the systematic problem solving process. The total inventory of Performance Indicators (A-G) satisfies Competency 2. SPECIFIC OBJECTIVES: The total inventory of Performance Indicators (A-G) satisfies Competency 2. Performance Indicator A: Comprehension 2.A.1 Apply intentional, explicit, and systematic instructional practices for scaffolding development of higher order thinking, comprehension skills, comprehension monitoring and self-correcting (e.g., reciprocal teaching, “think aloud,” etc.). 2.A.2 Use both oral language and writing experiences to enhance comprehension. 2.A.3 Apply appropriate instructional practices determined by the student’s strengths and needs, text structure, and the reading demands of domain specific text. 2.A.4 Provide opportunities for student extended text discussion to enhance comprehension, promote motivation and student engagement. 2.A.5 Select narrative or informational print or digital texts that are appropriate to the comprehension instruction to be provided. 2.A.6 Provide comprehension instruction that supports students’ ability to read multiple print and digital texts and to synthesize information within, across and beyond those texts. 2.A.7 Scaffold discussions to facilitate the comprehension of text and higher order thinking skills for students with varying English proficiency levels. 2.A.8 Model a variety of strategic activities students can use to foster comprehension monitoring and self-correcting. 2.A.9 Recognize, describe, and incorporate appropriate comprehension assessments to guide instruction.

Performance Indicator B: Oral Language 2.B.1 Apply intentional, explicit, and systematic instructional practices for scaffolding development of oral/aural language skills (e.g., language experience approach, Socratic questioning). 2.B.2 Create an environment where students practice appropriate social and academic language to discuss diverse texts. 2.B.3 Recognize and apply an English language learner’s home language proficiency as a foundation and strength to support the development of oral language in English. 2.B.4 Use writing experiences to enhance oral language (e.g., interactive writing, student to teacher sentence dictation). 2.B.5 Recognize, describe, and incorporate appropriate oral language assessments to guide instruction. Performance Indicator C: Phonological Awareness 2.C.1 Apply intentional, explicit, systematic instructional practices to scaffold development of phonological awareness. (e.g., blending and segmenting syllables, onset-rimes, and phonemes). 2.C.2 Provide opportunities for students to use oral/aural language to enhance phonological awareness (e.g., rhyming and alliteration). 2.C.3 Understand and apply knowledge of how variations in phonology across languages affect English language learners’ reading and writing development. 2.C.4 Use writing experiences, in conjunction with phonological instruction, to enhance reading achievement (e.g., Elkonin boxes or magnetic letters, individual response whiteboards). 2.C.5 Recognize, describe, and incorporate appropriate phonological awareness assessments to guide instruction.

Performance Indicator: D: Phonics 2.D.1 Apply intentional, explicit, systematic instructional practices for scaffolding phonics development on a continuum from the individual phoneme-grapheme level through the multi-syllabic word level. 2.D.2 Recognize and apply an English language learner’s home language as a foundation and strength to support the development of phonics in English. 2.D.3 Use oral/aural language and writing experiences to enhance phonics instruction (e.g., sentence strip words, phrases, and pocket charts). 2.D.4 Recognize, describe, and incorporate appropriate phonics assessments to guide instruction.

Performance Indicator E: Fluency

2.E.1 Apply intentional, explicit, systematic instructional practices to scaffold accuracy, expression, rate, and reading endurance (e.g., paired reading, repeated reading, echo reading, reader’s theater, etc.). 2.E.2 Use oral/aural language and writing experiences to enhance fluency (e.g., poetry charts, song lyrics). 2.E.3 Recognize, describe, and incorporate appropriate fluency assessments to guide instruction. Performance Indicator F: Vocabulary 2.F.1 Apply intentional, explicit, systematic instructional practices to scaffold vocabulary and concept development (e.g., shared reading, semantic mapping, etc.). 2.F.2 Provide for continual integration, repetition, and meaningful use of domain specific vocabulary to address the demands of academic language. 2.F.3 Incorporate vocabulary instruction through analogies (e.g., cognates, Greek and Latin roots). 2.F.4 Provide an environment that supports wide reading of print and digital texts, both informational and literary, to enhance vocabulary. 2.F.5 Incorporate instructional practices that develop authentic uses of English to assist English language learners in learning academic vocabulary and content. 2.F.6 Use oral/aural language and writing experiences to enhance vocabulary (e.g., interactive word walls, word sorts, word charts for secondary). 2.F.7 Use multiple methods of vocabulary instruction (e.g. multiple contexts, examples and non-examples, elaborations, etc.). 2.F.8 Recognize, describe, and incorporate appropriate vocabulary assessments to guide instruction. Performance Indicator G: Integration of the reading components 2.G.1 Apply comprehensive instructional practices, including writing experiences, that integrate the reading components. 2.G.2 Identify instructional practices to develop students’ metacognitive skills in reading (e.g., text coding such as INSERT, two column notes). 2.G.3 Use resources and research-based practices that create information intensive environments (e.g., diverse classroom libraries, inquiry reading). 2.G.4 Use research-based guidelines for selecting literature and domain specific print and digital text appropriate to students’ age, interests and reading proficiency (e.g., young adult literature, informational texts). 2.G.5 Demonstrate understanding of similarities and differences between home language and second language reading development. 2.G.6 Triangulate data from appropriate reading assessments to guide instruction.

DESCRIPTION OF ACTIVITIES: In the knowledge acquisition portion of Competency 2 , participants will be actively engaged in research-based content designed to inform participants of exemplary instructional practices in reading instruction and an understanding of the reading process, and to provide them with instructional strategies and techniques for improving students’ reading at all grade levels. Florida-On-Line Reading Professional Development (FOR-PD) is the delivery model. Investigative activities required by the FOR-PD will be the basis of course assignments. EVALUATION PROCEDURES: The participants will demonstrate mastery at or above an 80% level of all required indicators through a post test and a portfolio required by the FOR-PD model.

FOLLOW UP: This course will be offered as part of an ongoing program leading to a reading endorsement culminating in a supervised practicum through which participants will gain experience in implementing instructional strategies learned in this course and finally demonstrate attainment of the competencies of each component. Follow-up will be provided through the ongoing support of program instructors and through the practicum supervisor.

Component Title: Foundations of Assessment - Reading Endorsement Competency 3 Component Identifier Number: 01-013-582 Participants: Certified Personnel Length of Time: 60 hours Inservice Points: Sixty inservice points will be awarded upon satisfactory completion of the objectives/activities described. GENERAL OBJECTIVES: Teachers will understand how to select and administer appropriate assessments and analyze data to inform reading instruction to meet the needs of all students. Teachers will engage in the systematic problem solving process. SPECIFIC OBJECTIVES: Performance Indicators 3.1 Understand and apply measurement concepts and characteristics of reading assessments. 3.2 Understand the purposes of various informal assessments (e.g., informal reading inventories, analyzing writing samples) including an emphasis on matching reader to text. 3.3 Understand the purpose of various formal assessments including the differences between norm-referenced and criterion-referenced assessments and how to interpret data reports. 3.4 Understand the meaning of test reliability, validity, and standard error of measurement and describe major types of derived scores from standardized tests. 3.5 Demonstrate knowledge of the characteristics, administration, and interpretation of both quantitative and qualitative instructional assessments (to include each of the following: screening, progress monitoring, diagnosis and outcome measures). 3.6 Analyze data to identify trends that indicate adequate progress in student reading development. 3.7 Understand how to use data within a systematic problem solving process to differentiate instruction, intensify intervention and meet the needs of all students. (e.g., grouping practices, appropriate curriculum materials). 3.8 Identify appropriate criteria for selecting materials to include in portfolios for monitoring student progress over time. 3.9 Identify interpretive issues that may arise when assessments in English are used to measure reading proficiency in English language learners. 3.10 Identify appropriate assessments and accommodations for monitoring reading progress of all students. 3.11 Identify and implement appropriate and allowable accommodations as specified in the Individual Education Plan or 504 Plan when assessing students with disabilities in the area of reading.

DESCRIPTION OF ACTIVITIES: In the knowledge acquisition portion of Competency 3, participants will be actively engaged in research-based content designed to inform participants of the knowledge and skills needed to demonstrate an understanding of the role of assessments in guiding reading instruction and instructional decision making. Content and activities for knowledge acquisition will be drawn from a variety of research-based assessment materials. Investigative activities included in LETRS will be the foundation of course assignments. Additional investigative activities will be chosen from a menu by the component instructor based on participant knowledge, instructional assignment and assessed student needs. In addition to reviewing FCAT data, participants will use a variety of screening, diagnosis and progress monitoring instruments to assess student progress throughout this component. These assessments will include, but are not limited to Gates,McGinitie, Stanford 9, Woodcock Johnson, DRA, GRADE, and CAT. Student outcome measures gleaned from component assessment will be included as part of the program evaluation data. Investigative activities may be collaborative and include, but are not limited to:

field experience log clinical interview(s) to enhance a portfolio of reading profiles individual study and report on a reliable and valid assessment instrument reflection after viewing the administration of a reliable and valid screening, diagnostic or

progress monitoring assessment instrument administration of assessments necessary for conducting a case study of a struggling

reader(s) analysis and interpretation of state and district student test data to inform instruction analysis and interpretation of formal and informal student assessment data including

screening, diagnosis, progress monitoring and outcome measures to inform instruction Investigative activities will be aligned with evaluation requirements thus providing meaningful and authentic demonstration of the specific indicators for this competency. EVALUATION PROCEDURES: The participants will demonstrate mastery at or above an 80% level of all required indicators through multiple activities. FOLLOW UP: This course will be offered as part of an ongoing program leading to a reading endorsement culminating in a supervised practicum through which participants will gain experience in implementing instructional strategies learned in this course and finally demonstrate attainment of the competencies of each component. Follow-up will be provided through the ongoing support of program instructors and through the practicum supervisor.

Component Title: Foundations and Applications of Differentiated Instruction - Reading Endorsement Competencies 4 Component Identifier Number: 01-013-583 Participants: Certified Personnel Length of Time: 60 Hours Inservice Points: Sixty inservice points will be awarded upon satisfactory completion of the objectives/activities described. GENERAL OBJECTIVES: Teachers will have a broad knowledge of students from differing profiles in order to understand and apply research-based instructional practices by differentiating process, product, and context. Teachers will engage in the systematic problem solving process. SPECIFIC OBJECTIVES: Performance Indicators

4.1 Understand and apply knowledge of socio-cultural, socio-political and psychological variables to differentiate reading instruction for all students. 4.2 Understand the stages of English language acquisition for English language learners and differentiate reading instruction for students at different levels of English language proficiency. 4.3 Understand and apply current theories of second language acquisition to differentiate instruction for English language learners of diverse backgrounds and various levels of prior education. 4.4 Identify factors impeding student reading development in each of the reading components or the integration of these components. 4.5 Recognize how characteristics of both language and cognitive development impact reading proficiency. 4.6 Recognize the characteristics of proficient readers to more effectively differentiate instruction. 4.7 Compare language, cognitive, and reading acquisition of different age groups (primary, intermediate, secondary levels) and abilities. 4.8 Select and use developmentally appropriate materials that address sociocultural and linguistic differences. 4.9 Plan for instruction that utilizes increasingly complex print and digital text, embeds assessment, includes scaffolding, and provides re-teaching when necessary for individuals and small groups. 4.10 Differentiate reading instruction for English language learners with various levels of first language literacy. 4.11 Scaffold instruction for students having difficulty in each of the components of reading.

4.12 Implement a classroom level plan for monitoring student reading progress and differentiating instruction. 4.13 Monitor student progress and use data to differentiate instruction for all students. 4.14 Implement research-based practices in comprehension, oral language, phonological awareness, phonics, fluency and vocabulary to differentiate instruction for all students. 4.15 Implement research-based instructional practices for developing students’ higher order thinking. 4.16 Implement research-based instructional practices for developing students’ ability to read critically. 4.17 Implement research-based instructional practices using writing to develop students’ comprehension of text. 4.18 Implement appropriate and allowable instructional accommodations as specified in the Individual Education Plan or 504 Plan when differentiating instruction for students with disabilities. 4.19 Modify assessment and instruction for students with significant cognitive disabilities while maintaining high expectations for achievement that reflect appropriate levels of access to general education instruction.

DESCRIPTION OF ACTIVITIES: In the knowledge acquisition portions of Competency 4, participants will be actively engaged in research-based content designed to develop broad knowledge of students from differing profiles, including students with disabilities, LEP students, and students from diverse populations and to apply research-based instructional methodology to prevent reading difficulties and promote acceleration of reading progress for struggling students. Portions of the FlaRe Differentiated Instruction Training 10 will serve as the delivery model. EVALUATION PROCEDURES: The participants will demonstrate mastery at or above an 80% level of all indicators required by the FlaRe Differentiated Instruction model. FOLLOW UP: This course will be offered as part of an ongoing program leading to a reading endorsement culminating in a supervised practicum through which participants will gain experience in implementing instructional strategies learned in this course and finally demonstrate attainment of the competencies of each component. Follow-up will be provided through the ongoing support of program instructors and through the practicum supervisor.

Component Title: Demonstration of Accomplishment–Reading Endorsement Competency 5 Component Identifier: 01-013-584 Participants: Certified Personnel Length of Time: 60 Hours Inservice Points: Sixty inservice points will be awarded upon satisfactory completion of the objectives/activities described. GENERAL OBJECTIVES: Teachers will, through a culminating practicum, demonstrate knowledge of the components of reading, as well as assessments and data analysis, to implement a comprehensive research-based reading plan of instruction for all students. Teachers will engage in the systematic problem solving process.

SPECIFIC OBJECTIVES: Performance Indicators 5.1 Use assessment and data analysis to monitor student progress and guide instruction over time to ensure an increase in student learning. 5.2 Demonstrate research-based instructional practices for facilitating reading comprehension. 5.3 Demonstrate research-based instructional practices for developing oral/aural language development. 5.4 Demonstrate research-based instructional practices for developing students’ phonological awareness. 5.5 Demonstrate research-based instructional practices for developing phonics skills and word recognition. 5.6 Demonstrate research-based instructional practices for developing reading fluency and reading endurance. 5.7 Demonstrate research-based instructional practices for developing both academic and domain specific vocabulary. 5.8 Demonstrate research-based instructional practices to facilitate students’ monitoring and self-correcting in reading. 5.9 Demonstrate research-based comprehension instructional practices for developing students’ higher order thinking to enhance comprehension. 5.10 Demonstrate research-based instructional practices for developing students’ ability to read critically. 5.11 Demonstrate differentiation of instruction for all students utilizing increasingly complex print and digital text. 5.12 Demonstrate skill in assessment and instruction with English language learners from diverse backgrounds and at varying English proficiency levels. 5.13 Create an information intensive environment that includes print and digital text. 5.14 Use a variety of instructional practices to motivate and engage students in reading.

5.15 Demonstrate intentional, explicit, systematic writing instruction as it relates to the ability to read written language. DESCRIPTION OF ACTIVITIES: With the guidance and feedback of a qualified practicum supervisor, program participants are expected to provide evidence that the knowledge and skill that they have acquired through the reading endorsement coursework has resulted in implementation that has impacted the reading proficiency of students with varying reading abilities. After an orientation meeting with program clinical supervisors, participants will work for at least 60 hours on this component. Additional required time will be spent in collaborative groups reflecting upon issues/experiences in providing instruction to students and in instructional planning and record keeping. Each participant will either maintain a clinical portfolio that documents the differentiated and effective use of assessment and instructional activities with readers or design and implement an action research project that identifies an instructional problem, develops potential solution(s), and utilizes effective monitoring of student achievement. The clinical product will be evaluated using the Region III Clinical Experience Rubrics and must evidence increases in student achievement. As evidence of competence, the final product will include:

educational plans that align with the reading instructional needs of specific students based on reliable and valid reading assessment results.

records that track the progress of readers with varying profiles using valid monitoring instruments.

evidence of reading proficiency gains by readers with varying profiles. indicators of differentiated reading instruction designed to meet the needs of students

with varying profiles. Practicum activities will be aligned with evaluation requirements thus providing meaningful and authentic demonstration of the specific indicators for this competency. EVALUATION PROCEDURES: The participants will demonstrate mastery at or above an 80% level of all required competencies for each component of the add-on reading endorsement program through multiple activities that will include:

video observation - a checklist documenting mastery of performance indicators will be completed by Practicum facilitators.

product – action research project or clinical portfolio. This product will be evaluated according to a rubric aligned with the competency performance indicators.

C. MATRIX SCHOOL DISTRICT OF OSCEOLA COUNTY, FLORIDA

Reading Endorsement Alignment Matrix

Competency 1: Foundations in Language & Cognition Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary.

Course Number

Name of Course

Indicator Code

Specific Indicator Curriculum Study Assignment

Assessment

01-013-580 Foundations of Reading Instruction

1.A.1

Performance Indicator A: Comprehension Understand that building oral and written language facilitates comprehension.

Read LETRS Module 4 Ch. 1 “Importance of Vocabulary to Literacy” Read LETRS Module 6 Chapter 1 “Reading Comprehension depends on Many Skills”

Why is oral language critical to comprehension? Ex. 1.1 Ex. 1.2 Page 14 Synthesize 3 Conceptual Models

1.A.2

(1.E.1, 1.E.2) *2.1.b. Understand the importance of learning syntax, semantics, pragmatics, vocabulary, and text structures required for comprehension of formal written language of school, often called “academic language.”

Read LETRS Module 1 Ch. 2 “Learning to Read is not Natural” Read LETRS Module 6 Ch. 3 “Interpreting Academic Written Language”

Identify six components of language structure and how they relate to comprehension 2.1 Comparing spoken to written language.

1.A.3

(1.E.2) Understand the impact of text upon reading comprehension (e.g., genre, readability, coherence, text structure, and text complexity).

Read LETRS Module 6 Ch. 4 “Text Structure”

Group Reflection “How does text complexity affect comprehension?

1.A.4

Understand how the interaction of reader characteristics, motivation, purpose of reading, and text elements impacts comprehension and student engagement.

Read LETRS Module 6 Chapter 2 Reading Comprehension Processes

Exercise 2.1 How do Schema’s develop?

Course Number

Name of Course

Indicator Code


Assessment

1.A.5 (1.E.3) Identify cognitive targets (e.g., locate/recintegrate/interpret; critique/evaluate) and the role of cognitive development in the construction of meaning of literary and informational texts.

Read LETRS Module 6 Chapter 5 Helping Students Dig For Meaning

Exercise 5.4 Analyze textbook

1.A.6 (1.E.4)Understand reading as a process of constructing meaning from a wide variety of print and digital texts and for a variety of purposes.

Read Book: “ I Read it But I don’t Get it” (Tovani) Read Chapter 2

Why should the teacher talk about the purpose of Reading? Written Reflection

1.A.7 Understand the reading demands posed by domain specific texts.

Read Strategies that Work Chapter 14: Reading to Understand Textbooks

How does Active reading change with different genres of print? Group Reflection

1.A.8 Understand that effective comprehension processes rely on well-developed language, strong inference making, background knowledge, comprehension monitoring and self-correcting.

Strategies that Work Chapter 6 Monitoring Comprehension (with DVD)

Work Product: Teacher will prepare a lesson plan for fix-it-up strategies.

1.A.9

Understand how English language learners’ linguistic and cultural background will influence their comprehension.

Abstract Comparing Oral Language And Reading Comprehension

Discussion: Study of idioms and how comprehension is affected.

1.A.10 (3.2) Understand the role of formal and informal assessment of comprehension in making instructional decisions to meet individual student needs.

Strategies that Work Chapter 15 Genre or text reading

Why should teachers look at FCAT data and informal assessments? Group Reflection

1.B.1

Performance Indicator B: Oral Language Understand how the students’ development of phonology, syntax, semantics, and pragmatics relates to comprehending written language.

Abstract “Oral Language and Beginning to Read” Chapter 1 Module 2

Chapter 1 Module 2 1-4 Why is phonological awareness important for learning to spell?

1.B.2 Understand the differences between social and academic language.

LETRS Module 1 Chapter 2 Learning to Read is Not Natural

Activity 2.1 Comparing Spoken and Written Language

1.B.3 Understand that writing enhances the development of oral language.

Abstract “Oral Language and Beginning to Read”

Teacher will compare oral language stage with written language stage

Course Number

Name of Course

Indicator Code


Assessment

1.B.4

Understand that the variation in students’ oral language exposure and development requires differentiated instruction.


How would you support students’ struggles in oral language development? How would you determine their weaknesses?

1.B.5

Recognize the importance of English language learners’ home languages, and their significance for learning to read English.

LETRS Module 2 Chapter 4 Understanding Language Difference

Module 2 p 64 Review Chart

1.B.6 (3.2) Understand the role of formal and informal oral language assessment to make instructional decisions to meet individual student needs.


Think Pair Share – How does this article affect and instructional decisions?

1.C.1

Performance Indicator C: Phonological Awareness (1.A.1) Understand phonology as it relates to language development and reading achievement (e.g., phonological processing, phonemic awareness skills, phonemic analysis and synthesis).

LETRS Module 2 Chapter 1 Phonology and Phonological awareness

P 23 Create a “phon” word Graphic organizer

1.C.2

Recognize the phonological continuum beginning with sensitivity to large and concrete units of sound (i.e., words & syllables) and progressing to small and abstract units of sound (onset-rimes and phonemes).

LETRS Module 2 Chapter 1 Sequence of Phonological Skill Development

Reproduce and explain sequence of Phonological Skill Development. Group Reflection

1.C.3 Understand that writing, in conjunction with phonological awareness, enhances reading development.

LETRS Module 2 Chapter 3 Phonology and Spelling

Exercise 3.1

1.C.4

(1.A.2., 5.10)Distinguish both phonological and phonemic differences in language and their applications in written and oral discourse patterns (e.g., language & dialect differences).

LETRS Module 2 Chapter 4 Understanding Language Differences

P 62 Review chart

Course Number

Name of Course

Indicator Code


Assessment

1.C.5 Understand how similarities and differences in sound production between English and other languages affect English language learners’ reading development in English.

LETRS Module 2 Chapter 4 Understanding Language Differences

How do differences in sound production affect Reading development? Written Reflection

1.C.6 (3.2) Understand the role of formal and informal phonological awareness assessment to make instructional decisions to meet individual student needs.

LETRS Module 2 Chapter 6 Assessing Phonological skills

How does FAIR inform you? Group Reflection

1.D.1

Performance Indicator D: Phonics (1.B.1) Understand that phonological units (words, syllables, onset-rimes, and phonemes) map onto orthographic units (words, rimes, letters) in alphabetic languages.

LETRS Module 3 Chapter 3 We spell by phoneme grapheme correspondence Module 2 Chapter 1 Phonology and Phonology Awarenes

Ex. 3.3 phoneme grapheme mapping P. 24 Five Reasons why Phonological Awareness is important

1.D.2 Understand sound-spelling patterns and phonics (grapheme-phoneme correspondence rules).

LETRS Module 3 Chapter 5 We spell by letter patterns Module 3 Chapter 3 We spell by Phoneme Grapheme Correspondence

Ex. 5.1 Explain the Spellings P 36 Quick Review questions

1.D.3 (1.D.3 was “apply) Understand structural analysis of words.

LETRS Module 3 Chapter 5 We spell by Letter patterns

Ex 5.3 Using syllable Division principles

1.D.4 Understand that both oral language and writing can be used to enhance phonics instruction.

LETRS Module 1 Chapter 4 How Children learn to read and spell

Review ex. 4.2 to review student’s individual phonetic needs

1.D.5 Understand the role of formal and informal phonics assessment to make instructional decisions to meet individual student needs.

LETRS Module 3 Chapter 5 We spell by Letter Patterns

Look at FAIR data. How would you instruct?

1.E.1

Performance Indicator E: Fluency (1.C.1, 1.C.2) Understand that the components of reading fluency are accuracy, expression, and rate which impact reading endurance and comprehension.

LETRS Module 5 chapter 1 Importance of Fluency in learning To Read

Module 5 chap. 4 Warm up of ORF Video questions

1.E.2

Understand that effective readers demonstrate flexibility by adjusting their reading rate to accommodate the kinds of texts they are reading in order to facilitate comprehension.

LETRS Module 5 first edition Experiment in Fluency Alice in Wonderlands

Exercise: Reading academic versus literature by participants.

Course Number

Name of Course

Indicator Code


Assessment

1.E.3 Understand the relationships among fluency, word recognition, and comprehension.

LETRS Module 5 chapter 2 Automaticity with Phonic decoding

Final quiz modules

1.E.4

Understand that both oral language and writing enhance fluency instruction.

Abstract: Abstract “Oral Language and Beginning to Read”

How does Readers Theater and timed writings affect fluency? Group Discussion

1.E.5 (3.2)Understand the role of formal and informal fluency assessment to make instructional decisions to meet individual student needs.

LETRS Module 5 measurement of reading fluency

Ex. 4.3 Chart WCPM

1.F.1 Performance Indicator F: Vocabulary Understand the goal of receptive and expressive vocabulary instruction is the application of a student’s understanding of word meanings to multiple oral and written contexts.

LETRS Module 4 Chapter 1 Importance of Vocabulary to Literacy

How does a child comprehend without vocabulary?

1.F.2 (1.D.1) Understand morphology as it relates to vocabulary development (e.g., morphemes, inflectional and derivational morphemes, morphemic analysis).

LETRS Module 4 Chapter 4 Word Consciousness

Ex. 4.2 Morpheme word Family map

1.F.3

(1.D.2) Identify principles of semantics as they relate to vocabulary development (e.g., antonyms, synonyms, figurative language, etc.).

LETRS Module 4 Chapter 3 Explicit Teaching of Word Relationships

Ex. 3.5 -3.6 Semantic overlap in groups of words

1.F.4 Understand the domain specific vocabulary demands of academic language.

LETRS Mod 5 Ch. 5 Preparing to Teach Vocabulary

Exc. 5.1 Sort words into 3 tiers

1.F.5 Understand that writing can be used to enhance vocabulary instruction.

LETRS Mod 5 Ch. 4 Word Consciousness-Extension Activities

Exc. Select and Connect

1.F.6

(3.2) Understand the role of formal and informal vocabulary assessment to make instructional decisions to meet individual student needs.

Discussion of available data from Peabody and Fair in cum folders. Informal through word knowledge charts.

Think Pair Share: How can you meet the individual student needs with vocabulary?

Course Number

Name of Course

Indicator Code


Assessment

1.G.1

Performance Indicator G: Integration of the Reading Components (1.F.1) Identify language characteristics related to social and academic language

LETRS Module 1 The Challenge of Learning to Read

Think Pair Share on the importance of elevating language the classroom.

1.G.2

(1.F.2) Identify phonemic, semantic, and syntactic variability between English and other languages.

LETRS Module 3 Chapter 2 The history of English

Ex 2.1 What language are we speaking?

1.G.3

(1.F.3., 1.F.4) Understand the interdependence between each of the reading components and their effect upon reading as a process for native speakers of English and English language learners.

LETRS Mod 1 – Challenge of Learning to Read Ch. 3 What the Brain does when reading

Thinking of your students – Where does reading break down? Reflection

1.G.4 (1.F.5)Understand the impact of oral language, writing, and an information intensive environment upon reading development.

LETRS Mod 11- Language Structure: Links Among Comprehension, Study Strategies and Writing

Fill out Chart 16 Role in Comprehension/Role in Writing

1.G.5 Understand the importance of comprehension monitoring and self-correcting to increase reading proficiency.

Tovani: I Read it But I don’t Get It Teacher will teach a lesson with fix-it-up strategy

1.G.6 (3.2) Understand the role of formal and informal reading assessment to make instructional decisions to meet individual student needs.

Discuss the importance of using FCAT and FAIR data to guide instruction.

Look at the Osceola Data Management System (ODMS) & construct a comprehension lesson based on the data.

Osceola Reading Endorsement Alignment Matrix Competency #2

Competency 2: Foundations of Research-Based Practices Teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will engage in the systematic problem solving process.

Course Number

Name of Course

Indicator Code


Assessment

01-013-581 Applications of Research-Based Instructional Practices (Updated Online FOR-PD Course)

2.A.1

Performance Indicator A: Comprehension (2.E) Apply intentional, explicit, and systematic instructional practices for scaffolding development of higher order thinking, comprehension skills, comprehension monitoring and self-correcting (e.g., reciprocal teaching, “think aloud,” etc.).

Lesson 3 “Exemplary Reading Instruction” from current FOR-PD course

Using 3-column notes select 3 areas of exemplary reading instruction that you will implement and why. (written reflection)

2.A.2

Use both oral language and writing experiences to enhance comprehension.



2.A.3 Apply appropriate instructional practices determined by the student’s strengths and needs, text structure, and the reading demands of domain specific text.



2.A.4 Provide opportunities for student extended text discussion to enhance comprehension, promote motivation and student engagement.

Lesson 6 “Increasing Student Text Interaction” from current FOR-PD course

Using 3-2-1 graphic organizer, Discuss 3 things learned about increasing student engagement & motivation, 2 interesting things about increasing student engagement and motivation and apply 1 strategy you use to increase student engagement & motivation (written reflection)

2.A.5 Select narrative or informational print or digital texts that are appropriate to the comprehension instruction to be provided.

Lesson 4 “Classroom Environment” from current FOR-PD course

-Describe the unit -Create a bibliography based on the learning goal & characteristics of your students

2.A.6

Provide comprehension instruction that supports students’ ability to read multiple print and digital texts and to synthesize information within, across and beyond those texts.


Using 3-column notes select 3 areas of exemplary reading instruction that you will implement & explain the methods you will use to address these principles in your instruction. (written reflection)

2.A.7 Scaffold discussions to facilitate the comprehension of text and higher order thinking skills for students with varying English proficiency levels.

Lesson 7 “Vocabulary Instructional Practices” from current FOR-PD course

List the modification you utilize in your lesson for LEP students (online discussion)

2.A.8

Model a variety of strategic activities students can use to foster comprehension monitoring and self-correcting.

Utilize CCS exemplar Text from Appendix B: p. 70 “Discovering Mars: The Amazing Story of The Red Planet” by Berger. -Find article on close Reading *Inserted into Lesson 7 current FOR-PD course

Literacy Log posting: DevelopingText-Based Questions for a Close Reading lesson

2.A.9 (3.2., 5.12) Recognize, describe, and incorporate appropriate comprehension assessments to guide instruction.


List the modification you utilize in your lesson for LEP students (online discussion)

2.B.1

Performance Indicator B: Oral Language Apply intentional, explicit, and systematic instructional practices for scaffolding development of oral/aural language skills (e.g., language experience approach, Socratic questioning).language (e.g., orthographic skills, phonetic and structural analysis: rules, patterns, and generalizations).

Lesson 11 “Research-based Principles for Teaching English Language Learners” from current FOR-PD course

Utilize DeBono’s Thinking Hats with all your students and reflect on how it helped scaffold the development of oral language skills. *New language inserted into Literacy Log question #4: “How did I change instruction?”

2.B.2

Create an environment where students practice appropriate social and academic language to discuss diverse texts.



2.B.3

*2.2.b. Recognize and apply an English language learner’s home language proficiency as a foundation and strength to support the development of oral language in English.



2.B.4

Use writing experiences to enhance oral language (e.g., interactive writing, student to teacher sentence dictation).


Utilize DeBono’s Thinking Hats with all your students and reflect on how it helped scaffold the development of oral language skills. *New language inserted into Literacy Log question #4: “How did I change instruction?” (Reflection Part 2)

2.B.5 (3.2., 5.12) Recognize, describe, and incorporate appropriate oral language assessments to guide instruction.


Utilize DeBono’s Thinking Hats with all your students and reflect on how it helped scaffold the development of oral language skills. *New language inserted into Literacy Log question #4: “How did I change instruction?” (Reflection Part 2)

2.C.1

Performance Indicator C: Phonological Awareness (2.A was “identify” Apply intentional, explicit, systematic instructional practices to scaffold development of phonological awareness. (e.g., blending and segmenting syllables, onset-rimes, and phonemes).

Content from current Lesson 5 “The Language Of Literacy” was broken into two separate lessons to allow for two assessments

Create a lesson using the Tiered Lesson Template (Literacy Log) Discussion Post: Reflect on the results of your lesson to include assessment used to guide instruction, manipulatives and what went well and what would you change.

2.C.2 Provide opportunities for students to use oral/aural language to enhance phonological awareness (e.g., rhyming and alliteration).


Create a lesson using the Tiered Lesson Template (Literacy Log) Discussion Post: Reflect on the results of your lesson. Include assessments used to guide instruction, manipulatives used and what went well and what would you change.

2.C.3 Understand and apply knowledge of how variations in phonology across languages affect English language learners’ reading and writing development.



2.C.4

Use writing experiences, in conjunction with phonological instruction, to enhance reading achievement (e.g., Elkonin boxes or magnetic letters, individual response whiteboards).



2.C.5 (3.2, 5.12) Recognize, describe, and incorporate appropriate phonological awareness assessments to guide instruction.



2.D.1 Performance Indicator D: Phonics (2.B was “identify) Apply intentional, explicit, systematic instructional practices for scaffolding phonics development on a continuum from the individual phoneme-grapheme level through the multi-syllabic word level.

Lesson 5 “The Language of Literacy” from the current FOR-PD course

Use/complete/discuss Think-Pair-Share graphic organizer to answer questions related to phonics

Course Number

Name of Course

Indicator Code


Assessment

2.D.2

Recognize and apply an English language learner’s home language as a foundation and strength to support the development of phonics in English.



2.D.3

Use oral/aural language and writing experiences to enhance phonics instruction (e.g., sentence strip words, phrases, and pocket charts).



2.D.4 (3.2, 5.12) Recognize, describe, and incorporate appropriate phonics assessments to guide instruction.



2.E.1

Performance Indicator E: Fluency (2.C was “identify”) Apply intentional, explicit, systematic instructional practices to scaffold accuracy, expression, rate, and reading endurance (e.g., paired reading, repeated reading, echo reading, reader’s theater, etc.).

Lesson 8 “Fluency Instruction” from current FOR-PD course

New questions in Literacy Log: -How do you develop your students’ fluency in your classroom? -How do you develop reading comprehension through fluency instruction?

2.E.2

(3.2, 5.12) Recognize, describe, and incorporate appropriate phonics assessments to guide instruction.



2.E.3

(3.2., 5.12) Recognize, describe, and incorporate appropriate fluency assessments to guide instruction.



2.F.1

Performance Indicator F: Vocabulary (2.D was “identify”) Apply intentional, explicit, systematic instructional practices to scaffold vocabulary and concept development (e.g., shared reading, semantic mapping, etc.).

Lesson 7 “Vocabulary Instructional Practices” from current FOR-PD course *Grab a Word Graphic Organizer activity added

-Ten Most Important Words (Reflection) -Complete a Grab a Word Graphic Organizer

2.F.2

Provide for continual integration, repetition, and meaningful use of domain specific vocabulary to address the demands of academic language.



2.F.3

Incorporate vocabulary instruction through analogies (e.g., cognates, Greek and Latin roots).



2.F.4 Provide an environment that supports wide reading of print and digital texts, both informational and literary, to enhance vocabulary.



2.F.5 *3.2.j Incorporate instructional practices that develop authentic uses of English to assist English language learners in learning academic vocabulary and content.



2.F.6 Use oral/aural language and writing experiences to enhance vocabulary (e.g., interactive word walls, word sorts, word charts for secondary).



2.F.7

Use multiple methods of vocabulary instruction (e.g. multiple contexts, examples and non-examples, elaborations, etc.).



2.F.8

(3.2, 5.12) Recognize, describe, and incorporate appropriate vocabulary assessments to guide instruction.



2.G.1

Performance Indicator G: Integration of the Reading Components (2.F.1, 2.F.2 was “identify”) Apply comprehensive instructional practices, including writing experiences, that integrate the reading components.

Lesson 8 “Fluency Instruction” from current FOR-PD course *Merge lessons 9 & 10 from current FOR-PD course

The Literacy Log from lesson 9 was removed and lessons 9 & 10 were merged into one module. Keep the literacy log for Module 10.

2.G.2 Identify instructional practices to develop students’ metacognitive skills in reading (e.g., text coding such as INSERT, two column notes).


The Literacy Log from lesson 9 was removed and lessons 9 & 10 were merged into one module. Keep the literacy log for Module 10.

2.G.3 (2.F.3 was “identify”) Use resources and research-based practices that create information intensive environments (e.g., diverse classroom libraries, inquiry reading).

Lesson 2 “Principles of Reading Instruction” from current FOR-PD course and Lesson 6 “Increasing Student Text Interaction from current FOR-PD course

-Assessment activity for lesson 2 -New Assessment for lesson 6 added: Create a list of at least 5 resources and research-based practices that will help to develop information intensive and print rich environment in your classroom.

2.G.4

(2.F.4 was “identify”) Use research-based guidelines for selecting literature and domain specific print and digital text appropriate to students’ age, interests and reading proficiency (e.g., young adult literature, informational texts).

Lesson 12 “Striving Readers” from current FOR-PD course

Reflective Assignment Part 2

2.G.5 Demonstrate understanding of similarities and differences between home language and second language reading development.

Lesson 11 “Research-based Principles For Teaching English Language Learners” from current FOR-PD course

Utilize DeBono’s Thinking Hats with all your students and reflect on how it helped scaffold the development of oral language skills. *New language inserted into Literacy Log question #4: “How did I change instruction?” (Reflective Assignment Part 2)

2.G.6 Triangulate data from appropriate reading assessments to guide instruction.

Lesson 13 “Reading Assessment” from current FOR-PD course

Identify 3 dimensions to assess. Select the # of levels for each dimension. Write a specific description of performance at each level.


Competency 3: Foundations of Assessment Teachers will understand how to select and administer appropriate assessments and analyze data to inform reading instruction to meet the needs of all students. Teachers will engage in the systematic problem solving process.

Course Number

Name of Course

Indicator Code

Specific Indicator Curriculum Study AssignmenAssessment

01-013-82 Foundations of Assessment

3.1 Performance Indicators (3.1) Understand and apply measurement concepts and characteristics of reading assessments.

Introduce concepts of assessment, Chap 2 Assessment for Reading Instruction by Michael C. McKenna and Katherine Stahl,2nd Ed, -Review sample case studies -Literacy Case Study: Read the Appendix “Case Studies” and class samples. -Literacy Case Study: The participant will select an ELL child who is struggling in the area of reading and administer five reading/writing assessments which will include running record, an individual reading inventory, cloze procedure, a writing assessment and another test chosen by the participant. Diagnosis and recommendations for reading and writing instruction based on the results will be included.

Case study/reflection question

3.2 (3.2) Understand the purposes of various informal assessments (e.g., informal reading inventories, analyzing writing samples) including an emphasis on matching reader to text.

-The Handbook of Literacy Assessm& Evaluation, Harp -Assessing and Correcting Reading And Writing Difficulties, Thomas Gunning – Read Chap 3 -Participants choose and create presentations on 2 informal assessments from Harp -Participants develop scale/rubric for informal assessments

Informal Assessment Presentations; Miscue analysis Student sample Presentations of informal assessments Analysis of informal assessments in case study Scale/rubric for informal assessment

3.3 (3.3, 3.4) Understand the purpose of various formal assessments including the differences between norm-referenced and criterion-referenced assessments and how to interpret data reports.

Participants read McKenna, chap 2 and Gunning, Chap 3 Participants analyze FCAT, CELLA,FAIR, SAT-10 assessments & appropriate instructional Application: http://www.fldoe.org/aala/pdf/IGEngh12.pdf

Analysis of formal assessments (e.g., FCAT) in case study

3.4 (3.5) Understand the meaning of test reliability, validity, and standard error of measurement and describe major types of derived scores from standardized tests.

Read and discuss McKenna, Chapter 2 Analyze reports from formal assessments Cum folder review

Written Reflection question

3.5 (3.6) Demonstrate knowledge of the characteristics, administration, and interpretation of both quantitative and qualitative instructional assessments (to include each of the following: screening, progress monitoring, diagnosis and outcome measures).

Read and discuss Gunning, Chap 4 Read and discuss McKenna, Chap 2Evaluate and classify sample assessments Analysis of assessments for emergent readers, i.e., pa and phonics, oral language Participants practice (using recordings) running records and miscue analysis, (Gunning; McKenna Chap 3)

Appropriate use of assessments in case study Miscue analysis included in case study

Course Number

Name of Course Indicator Code

Specific Indicator Curriculum Study Assignment Assessment

3.6 (3.7) Analyze data to identify trends that indicate adequate progress in student reading development.

Analysis and evaluation of data fromvarious assessments to identify patterof literacy development in sample castudy. (Gunning, various sample casestudies) Cum folder review

Case study Written Reflection

3.7 (3.8, 3.9) Understand how to use data within a systematic problem solving process to differentiate instruction, intensify intervention and meet the needs of all students. (e.g., grouping practices, appropriate curriculum materials).

Develop an action research proposal address needs of a group of students’reading progress utilizing all data. Use Gunning Chap 8-11 as resourceWrite reflection to summarize trends and identify progress and needs of a group of students

Case study School wide data analysis (Written Reflection)

3.8 (3.10) Identify appropriate criteria for selecting materials to include in portfolios for monitoring student progress over time.

Read and discuss Harp pp81-84; read and discuss Gunning pp. 141-144

Reflective page in case study to justify inclusion of student work samples

3.9 (3.11) Identify interpretive issues that may arise when assessments in English are used to measure reading proficiency in English language learners.

Assessing and Correcting Reading and Writing Difficulties (Gunning) -Read and discuss beginning p.522

Analyze a sample placement test from a district approved curriculum

3.10 (3.12) Identify appropriate assessments and accommodations for monitoring reading progress of all students.

Gunning, Chapter 4 -Read and discuss allowable FCAT accommodations for ELL and ESE students. -Read and discuss the role of assessments in the RtI process -Presentation of effective instructional strategies to assist students’ literacy progress -Application of accommodation activities.

Written reflection

3.11

Identify and implement appropriate and allowable accommodations as specified in the Individual Education Plan or 504 Plan when assessing students with disabilities in the area of reading.

Examine sample student’s accommodations in various classroom assessments. Participant analysis of students with IEP or 504Plan

Written reflection

Osceola Reading Endorsement Alignment Matrix Competency#4

Competency 4: Foundations of Differentiation Teachers will have a broad knowledge of students from differing profiles in order to understand and apply research-based instructional practices by differentiating process, product, and context. Teachers will engage in the systematic problem solving process.

Course Number

Name of Course

Indicator Code


Assessment

01-013-83 Foundations And Applications of Differentiated Instruction

4.1 Performance Indicators *2.3.d.Understand and apply knowledge of socio-cultural, socio-political and psychological variables to differentiate reading instruction for all students.

How to Differentiate Instruction in a Mixed-Ability Classroom: Jigsaw text View video #1, Tomlinson FLARE Manual: Session 4 Introduce action research template model for Phonemic Awareness, Phonics, & Fluency Action research (Review)

Jigsaw presentation Cornell notes with video Written narrative describing the socio-cultural, socio-political, and psychological variables of their classroom; select an ELL (RtI) student determine the level of English language acquisition

4.2 Understand the stages of English language acquisition for English language learners and differentiate reading instruction for students at different levels of English language proficiency.

How to Differentiate Instruction in a Mixed-Ability Classroom: Jigsaw text View video #1, Tomlinson FLARE Manual: Session 4 Introduce action research template model for Phonemic Awareness, Phonics, & Fluency Action research (Review)


4.3

2.2.a Understand and apply current theories of second language acquisition to differentiate instruction for English language learners of diverse backgrounds and various levels of prior education.

How to Differentiate Instruction in a Mixed-Ability Classroom: Jigsaw text View video #1, Tomlinson FLARE Manual: Session 4 Introduce action research template model for Phonemic Awareness, Phonics, & Fluency -Action research (Review)


4.4 (4.5) Identify factors impeding student reading development in each of the reading components or the integration of these components.

FLARE Manual: Session 1 ‐ Oral language Article

Individual student (RtI) Action Research Written reflection on article

4.5 (4.1, 4.3) Recognize how characteristics of both language and cognitive development impact reading proficiency.

Session2 Book Study: The Fluent Reader

Reading and Writing Difficulties. Chapters 8,9

Individual Action Research

4.6 (4.8) Recognize the characteristics of proficient readers to more effectively differentiate instruction.

FLARE Manual: Session 3 DVD selections, Program 2 (Tomlinson) Word Sorts (4 books)

Individual Action Research (Continued)

4.7 (4.2) Compare language, cognitive, and reading acquisition of different age groups (primary, intermediate, secondary levels) and abilities.

Book Study: Building Academic Vocabulary FLARE Manual: Sessions 5 Review Action research model for Vocabulary

Whole Class Action Research

4.8 (4.9) Select and use developmentally appropriate materials that address sociocultural and linguistic differences.

Book Study: Building Academic Vocabulary ( 1 hour)

Reading and Writing Difficulties, Chapter 10

DVD, Tomlinson Program 3

Whole Class Action Research (Continued)

4.9 Plan for instruction that utilizes increasingly complex print and digital text, embeds assessment, includes scaffolding, and provides re-teaching when necessary for individuals and small groups.

Book Study:-Comprehension Shouldn’t Be Silent

Written Reflection

4.10 (5.10) Differentiate reading instruction for English language learners with various levels of first language literacy.

Comprehension Instructional Sequence (CIS)

Sample Lesson Plan

4.11 (5.3) Scaffold instruction for students having

difficulty in each of the components of reading.

Book Study: Building Academic Vocabulary FLARE Manual: Sessions 7 View DVD (Marzano - Vocabulary)


4.12 (4.10) Implement a classroom level plan for monitoring student reading progress and differentiating instruction.

Book Study: Comprehension Shouldn’t Be Silent ( 1)Part FLARE Manual: Sessions 9 Review model for action research In Comprehension


4.13 (4.10) Monitor student progress and use data to differentiate instruction for all students.

Reading and Writing Difficulties, Chapters 11,12 DOE Diagnostic assessment chart Oral Reading Article

Whole Class Action Research (Continues)

4.14 (5.4, 5.5, 5.6, 5.7, 5.9) Implement research-based practices in comprehension, oral language, phonological awareness, phonics, fluency and vocabulary to differentiate instruction for all students.

FLARE Manual: Sessions 11 Book: Deeper Reading


4.15 (5.8) Implement research-based instructional practices for developing students’ higher order thinking.


CIS Unit Plan

4.16 (5.8) Implement research-based instructional practices for developing students’ ability to read critically.


CIS Unit Plan

4.17 Implement research-based instructional practices using writing to develop students’ comprehension of text.


CIS Unit Plan

4.18 (4.6) Implement appropriate and allowable instructional accommodations as specified in the Individual Education Plan or 504 Plan when differentiating instruction for students with disabilities.

FLARE Manual: Sessions 11 Book: Deeper Reading


4.19 Modify assessment and instruction for students with significant cognitive disabilities while maintaining high expectations for achievement

Reading and Writing Difficulties, Chapters 11,12 DOE Diagnostic assessment chart Oral Reading Article


that reflect appropriate levels of access to general education instruction.


Competency 5: Demonstration of Accomplishment Teachers will, through a culminating practicum, demonstrate knowledge of the components of reading, as well as assessments and data analysis, to implement a comprehensive research-based reading plan of instruction for all students. Teachers will engage in the systematic problem solving process.

Course Number

Name of Course

Indicator Code


Assessment

01-013-84 Demonstration of Accomplishment

5.1 Performance Indicators: (6.9, 5.12) Use assessment and data analysis to monitor student progress and guide instruction over time to ensure an increase in student learning.

Participants will complete 3 case studies which include an analysis of data from screening and progress monitoring to determine instructional strategies appropriate for increasing student learning for students at varying levels.

Completion of three case studies with data charts to provide evidence of student growth.

5.2 (6.6) Demonstrate research-based instructional practices for facilitating reading comprehension.

Participants will complete 3 case studies which will include research-based instructional practice appropriate for comprehension instruction at varying levels. Participants will also complete a lesson plan and a video-taped lesson using the Comprehension Instructional Sequence (CIS) Model that demonstrates research-based instructional practices in reading comprehension.

Completion of Three Case Studies and a lesson plan with accompanying video-taped CIS lesson and Self-Reflection Tool: Post-CIS Lesson.

5.3 Demonstrate research-based instructional practices for developing oral/aural language development.

Participants have the option of creating a Language Experience Approach lesson that incorporates instructional practices for

Lesson plan for the LEA OR Comprehension Instructional Sequence (CIS) Lesson Plan

developing oral language skills OR creating a CIS lesson which includesthe oral language activities.

5.4 (6.2) Demonstrate research-based instructional practices for developing students’ phonological awareness.

Participants will complete a lesson plan and a video-taped lesson with a reflection that demonstrates research-based instructional practices in phonological awareness. Lessons must be demonstrated in a Pre-K, K o r 1 classroom.

Lesson plan with accompanying video-taped lesson on phonological awareness and teacher reflection of lesson.

5.5 (6.3) Demonstrate research-based instructional practices for developing phonics skills and word recognition.

Participants will complete a lesson plan and a video-taped lesson with a reflection that demonstrates research-based instructional practices in phonics and word recognition.

Lesson plan with accompanying video-taped lesson on phonics and word recognition with teacher reflection of lesson.

5.6 (6.4) Demonstrate research-based instructional practices for developing reading fluency and reading endurance.

Participants will complete a lesson plan and a video-taped lesson with a reflection that demonstrates research-based instructional practices in reading fluency and endurance.

Lesson plan with accompanying video-taped lesson on reading fluency and endurance with teacher reflection of lesson

5.7 (6.5) Demonstrate research-based instructional practices for developing both academic and domain specific vocabulary.

Participants will complete a lesson plan and a video-taped lesson with a reflection that demonstrates research-based instructional practices in instruction of academic and content-specific vocabulary.

Lesson plan with accompanying video-taped lesson on the instruction of academic and content-specific vocabulary with teacher reflection of lesson.

5.8

(6.7) Demonstrate research-based instructional practices to facilitate students’ monitoring and self-correcting in reading.

Participants will demonstrate research-based instructional practices to facilitate students’ monitoring and self-correcting in reading by selecting to do one of the following: 1. Demonstrate student monitoring and self-correcting in videos 5.2 – 5.7 with a separate reflection on

Lesson plan with accompanying video-taped lesson that includes evidence of students’ monitoring and self-correction with accompanying reflection OR Lesson plan designed that incorporates a

student monitoring and self-correcting. 2. Develop a lesson plan that incorporates a research-based instructional practice to facilitate students’ monitoring and self-correcting in reading. Student work samples must be included.

research-based instructional practice to facilitate students’ monitoring and self-correcting in reading. Student work samples must be included.

5.9 (6.8) Demonstrate research-based comprehension instructional practices for developing students’ higher order thinking to enhance comprehension.

Participants will develop and implement a Comprehension Instructional Sequence (CIS) lesson which includes higher order thinking to enhance comprehension. CIS Lesson must be completed in Grade 3 or above classrooms. (Video from Indicator 5.2 should be used for Indicators 5.9 – 5.11)

Completion of the Self-Reflection Tool: Post-CIS Lesson including Description of Evidence accompanied by the CIS Lesson plan and video.

5.10 (6.8) Demonstrate research-based instructional practices for developing students’ ability to read critically.

Participants will develop and implement a Comprehension Instructional Sequence (CIS) lesson which includes strategies to develop students’ ability to read critically. CIS Lesson must be completed in Grade 3 or above classrooms.


5.11 (6.10) Demonstrate differentiation of instruction for all students utilizing increasingly complex print and digital text.

Participants will develop and implement a Comprehension Instructional Sequence (CIS) lesson plan which includes strategies for extracting and constructing meaning of complex text, both printed and digital. CIS Lesson must be completed in Grade 3 or above classrooms.


5.12

(6.11) *4.1.c.Demonstrate skill in assessment and instruction with English language learners from diverse backgrounds and at varying English proficiency levels.

Participants will demonstrate skills in the analysis of assessment of English Language Learners and implementation of instruction to

The completion of a Case Study which include an English LanguagLearner.

Language Learners by the submission of the Case Study, which includes the analysis of assessment and the appropriate instructional practices.

5.13 (6.12) Create an information intensive environment that includes print and digital text.

Creation of print-rich environment including use of print and digital text as evidenced by the use of classroom libraries, technology, and additional items from Classroom Observation Checklist.

Classroom Observation Checklist and reflection as evidenced by photographs or video.

5.14 Use a variety of instructional practices to motivate and engage students in reading.

Participants will develop and implement a Comprehension Instructional Sequence (CIS) lesson which includes strategies to motivate and engage students in reading. CIS Lesson must be completed in Grade 3 or above classrooms.

CIS Lesson Plan which incorporates at least one additional engaging activity for student motivation.

5.15 Demonstrate intentional, explicit, systematic writing instruction as it relates to the ability to read written language.

Participants will develop and implement a Comprehension Instructional Sequence (CIS) lesson which includes intentional, explicit, systematic writing instruction, which would be modeled by the teacher with the second writing segment of the lesson. CIS Lesson must be completed in Grade 3 or above classrooms.

Student samples from third written exercise of the CIS lesson.

PDADifferentiatingReadingInstructionforStudents:

MakingItExplicit

Topic Area: Reading Maximum In-Service Credits: 60 Target Audience: Educators supporting students with disabilities; Grades PK -12 Learning Objective: To provide an opportunity for participants to learn the foundations of differentiation and apply principles of differentiation to instruction by acquiring knowledge of effective, research-based instructional methodology to prevent reading difficulties and promote acceleration of reading progress for struggling students, including students with disabilities and from diverse populations. This online study and group learning experience, when led by an approved facilitator and completed in its entirety, satisfies the requirements of competency 4 of the Florida Reading Endorsement requirements. Learning Goals: Upon completion of this module, participants will be able to:

1. Review the history of reading instruction.

2. Understand the importance of scientifically based reading research.

3. Review current scientifically based reading research.

4. Identify Florida initiatives and resources for teaching reading.

5. List the stages of language and reading development.

6. Identify the alterable and instructionally relevant variables that impact differentiation of reading instruction.

7. Examine research on why reading failure is unnecessary.

8. Identify the guidelines, classroom elements, and student characteristics that are a basis for differentiating to improve instruction for all students.

9. Identify strategies that support a differentiated environment for all students.

10. Define the principles that can be used to differentiate instruction and make lessons more explicit for students with reading difficulties.

11. Describe the teacher delivery methods that can be used to differentiate instruction and make lessons more intense for students experiencing reading difficulties.

12. Understand that meaningful differentiated instruction is based on student assessment data.

13. Review purposes, types, and models of reading assessment.

14. Describe features of Florida’s reading assessment plan for elementary.

15. Describe features of Florida’s reading assessment plan for secondary.

16. Identify the purpose of the Progress Monitoring and Reporting Network (PMRN) K-12.

17. Activate background knowledge regarding phonological awareness.

18. Clarify the relationship between phonological awareness, phonemic awareness, and skilled reading.

19. Review the supporting research regarding phonological awareness.

20. Discuss phonological awareness difficulties.

21. Extend and apply knowledge of systematic instructional design principles and intensive teacher delivery methods to provide differentiated and explicit instruction in phonological awareness.

22. Understand the goal of phonics instruction and the important role it plays in reading instruction for students experiencing persistent difficulty in reading.

23. Review the supporting research on the teaching of phonics.

24. List the components of effective phonics instruction.

25. Define the role of decodable text in beginning reading instruction.

26. Extend your knowledge and application of differentiated instruction through the systematic instructional design principles and teacher delivery methods to increase intensity.

27. Examine core, intervention, or remedial curriculum materials according to the principles of systematic instructional design.

28. Define fluency.

29. Determine the reasons why students are dysfluent.

30. Examine the connection between proficient reading and reading fluency.

31. Learn how to differentiate assessment and instruction of reading fluency for students experiencing reading difficulties.

32. Understand the importance of vocabulary instruction and the role it plays in the reading process.

33. Review the research supporting vocabulary instruction.

34. Identify the levels of word knowledge.

35. Examine the continuum of vocabulary strategies and the relationship to levels of word

knowledge.

36. Understand how to choose words for instruction.

37. Review how to create student-friendly definitions for instruction.

38. Identify the components of an effective vocabulary lesson.

39. Understand how to differentiate vocabulary instruction and increase explicitness by applying various instructional design principles and teacher delivery methods to vocabulary instruction.

40. Identify the single most important goal of reading instruction.

41. Define reading comprehension.

42. List the skills, knowledge, and attitudes that are required for good reading comprehension.

43. Determine when comprehension instruction should begin.

44. Recognize student behavior that may interfere with accurate text comprehension.

45. Discuss the relationship between other areas of reading and comprehension.

46. Model examples of differentiation through explicit comprehension instruction.

47. Clarify how to differentiate comprehension strategy instruction for students with reading difficulties.

48. Contrast reading comprehension instruction with accommodating students in content-area classes.

49. Establish the importance of assessment for differentiating comprehension instruction.

Learning Activities: Participants will achieve mastery of the objectives by participating in group meetings with a qualified facilitator and completing the online module, in its entirety, which includes the following directed activities, referenced within the module, and appropriate to the various areas of content: 1. Review all module content and related professional articles, and participate in group

discussion and activities related to the content.

2. Complete multiple choice, true-false, matching and fill-in-the-blank “check your understanding” quizzes as directed.

3. Complete an initial teacher self-assessment, reflection and action plan

4. Complete a final teacher self-assessment, reflection and action plan

5. Complete a classroom based action research investigation and case study examining phonemic awareness, phonics or advanced word identification instruction in a core, remedial or intervention reading program

6. Complete a classroom based action research investigation and case study on assessing and building fluency

7. Complete a classroom based action research investigation and case study on explicit vocabulary instruction

8. Complete a classroom based action research investigation and case study on explicit instruction of a comprehension strategy

Implementation/Follow Up Strategies: Participants will demonstrate continued implementation and application of knowledge learned from this module via classroom related investigation/activities, e-mail with facilitator and group meetings. Participants will be provided with access to additional professional development opportunities that build upon the content of this component. Participants completing this component will be surveyed to determine use of the knowledge, skills gained and the impact of the component on job performance and student learning gains. Evaluation: Participants will create and maintain an electronic portfolio consisting of all specified assessment tasks, which will be reviewed for satisfactory completion according to task specific scoring guidelines provided within the module. Participants must complete the five “check your understanding” quizzes with 80% accuracy.

NEFEC

ReadingEndorsementMatrices

RevisiontoMeetFLDOERequirements

A) Competency 1: Foundations in Language & Cognition

Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary.

Course Number

Name of Course

Indicator Code


Assessment Bibliography

C

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Instructional Foundations of Language and Reading

1.A.1

Understand that building oral and written language facilitates comprehension.

Read content: The Role of Language in Comprehension

Formative Quiz (ungraded)

Unit Summary/Reflection Unit 1 Oral Language Assessment (scenario- based) Pre-Test/Post Test

Board, J. Language and Education - Learning Language, Learning through Language, Learning about Language, African-American Language and Classroom Education. Education Encyclopedia, StateUniversity.com


1.A.2

(1.E.1, 1.E.2) *2.1.b. Understand the importance of learning syntax, semantics, pragmatics, vocabulary, and text structures required for comprehension of formal written language of school, often called “academic language.”

Read content: Academic Language



Snow, C.E. (2010). Academic Language and the Challenge of Reading for Learning About Science. Science. Vol. 328, April 23, 2010, p.450 Social Language Use (Pragmatics). American Speech-Language-Hearing Association. http://www.asha.org/public/speech/developmen t/pragmatics.htm


1.A.3

(1.E.2) Understand the impact of text upon reading comprehension (e.g., genre, readability, coherence, text structure, and text complexity.

Read content: The Impact of Text on Comprehension



English Language Arts Standards, Standard 10: Range, Quality, & Complexity, Measuring Text Complexity: Three Factors (2012). Common Core Standards Initiative Wasserman, T. (2012). Attention, Motivation, and Reading Coherence Failure: A Neuropsychological Perspective. Applied Neuropsychology: Adult. Volume 19, Issue 1, 2012.

Course Number

Name of Course

Indicator Code




1.A.5

(1.E.3) Identify cognitive targets (e.g., locate/recall; integrate/interpret; critique/evaluate) and the role of cognitive development in the construction of meaning of literary and informational texts.

Read content: Cognitive Targets and Development



Cognitive Complexity Classification of FCAT Test Items (2008). Florida Department of Education. http://fcat.fldoe.org/pdf/cog_complexity- fv31.pdf What Research Tells Us About Reading, Comprehension, and Comprehension Instruction (2002). Texas Education Agency, Comprehension Instruction 4-8.


1.A.6

(1.E.4)Understand reading as a process of constructing meaning from a wide variety of print and digital texts and for a variety of purposes.

Read content: Reading as a Process



Commission on Reading of the National Council of Teachers of English(2004). NCTE Guideline: On Reading, Learning to Read, and Effective Reading Instruction: An Overview of What We Know and How We Know It. National Council of Teachers of English (NCTE). http://www.ncte.org/positions/statements/onrea ding.


1.A.7

Understand the reading demands posed by domain specific texts.

Read content: Challenges of Content-Area Text



Lee, C.D., Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. New York, NY: Carnegie Corporation of New York. http://carnegie.org/fileadmin/Media/Publication s/PDF/tta_Lee.pdf


1.A.8

Understand that effective comprehension processes rely on well developed language, strong inference making, background knowledge, comprehension…

Read content: Complex Comprehension



Adler, C.R. (2001). Seven Strategies to Teach Students Text Comprehension http://www.readingrockets.org/article/3479/ Helping English Language Learners Understand Content Area Texts. Indiana Department of Education, Language Minority and Migrant Programs. http://www.pps.k12.pa.us/14311012710295147 0/lib/143110127102951470/content_area_texts. pdf

Course Number

Name of Course

Indicator Code




1.A.9

Understand how English language learners’ linguistic and cultural background will influence their comprehension.

Read content: English Language Learners and Comprehension



Holmes, K.P., Rutledge, S., Gauthier, L.R. (2009). Understanding the Cultural-Linguistic Divide in American Classrooms: Language Learning Strategies for a Diverse Student Population. Reading Horizons. V49.4. pp.285- 289.


1.A.10

(3.2) Understand the role of formal and informal assessment of comprehension in making instructional decisions to meet individual student needs.

Read content: Comprehension Assessment



Caldwell, J.S. (2008). Reading Assessment, Second Edition: A Primer for Teachers and Coaches. Guilford Press. Farrall, M.L. (2012). Reading Assessment: Linking Language, Literacy, and Cognition. John Wiley & Sons.

O

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Lan

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1.B.1

Understand how the students’ development of phonology, syntax, semantics, and pragmatics relates to comprehending written language.

Read content: Development of Oral Language


Unit Summary/Reflection Module 1 Oral Language Assessment (scenario-based) Pre-Test/Post Test

Language and Communication Disorders in Children, CourseSmart eTextbook, 6/E Deena K. Bernstein, Ellenmorris Tiegerman- Farber2009


1.B.2

Understand the differences between social and academic language.

Read content: Social and Academic Language



Judie Haynes. Explaining BICS and CALP; everythingESL.net; http://www.everythingesl.net/inservices/bics_ca lp.php

Course Number

Name of Course

Indicator Code




1.B.3

Understand that writing enhances the development of oral language.

Read content: Writing and Oral Language Development



Joelle Brummitt-Yale (2008-2011Effective Strategies for Teaching Phonemic Awareness K-12 Reader: Reading Instruction Resources for Parents and Teachers. http://www.k12reader.com/effective-strategies- for-teaching-phonemic-awareness/


1.B.4

Understand that the variation in students’ oral language exposure and development requires differentiated instruction.

Read content: Differentiated Instruction in Oral Language



Differentiating instructional strategies to support English language learners.http://www.reading.ccsu.edu/6th_year_ renewal/jesse_turner/files/nera-v44-n2- 2009.pdf#page=23


1.B.5

Recognize the importance of English language learners’ home languages, and their significance for learning to read English.

Read content: Importance of Home Language for ELL Students



Florida Literacy and Reading Excellence Professional Paper: Working with English Language Learners. 2005Literacy

Instructional

1.B.6

(3.2) Understand the

Read content: Oral Language

Unit Gleason, Jean B.; THE DEVELOPMENT OF Foundations of role of formal and Summary/Reflection LANGUAGE, 6/e; Allyn & Bacon/Longman.Language and informal oral Module 1 Oral 2005Reading language assessment Assessment Language Assessment Farrall, M. L. (2012) Oral Language

to make instructionaldecisions to meet Formative Quiz (ungraded)

(scenario-based)Pre-Test/Post Test

Assessment, in Reading Assessment: LinkingLanguage, Literacy, and Cognition, John Wiley

individual student & Sons, Inc., Hoboken, NJ, USA. doi:needs. 10.1002/9781118092668.ch9

Course Number

Name of Course

Indicator Code



Pho

nolo

gica

l A

war

enes

s Instructional Foundations of Language and Reading

1.C.1

(1.A.1) Understand phonology as it relates to language development and reading achievement (e.g., phonological processing, phonemic awareness skills, phonemic analysis and synthesis).

Read content: What is Phonology?



Language and Communication Disorders in Children, CourseSmart eTextbook, 6/E Deena K. Bernstein, Ellenmorris Tiegerman- Farber2009


1.C.2

Recognize the phonological continuum beginning with sensitivity to large and concrete units of sound (i.e., words & syllables) and progressing to small and abstract units of sound (onset- rimes and phonemes).

Read content: The Phonological Continuum



Judie Haynes. Explaining BICS and CALP; everythingESL.net; http://www.everythingesl.net/inservices/bics_ca lp.php Developing Academic Language: Got Words? http://www.readingrockets.org/article/26892/ By: E. Sutton Flynt and William G. Brozo


1.C.3

Understand that writing, in conjunction with phonological awareness, enhances reading development.

Read content: Phonological Awareness and Writing



How Most Children Learn to Read, from Reading Rockets: http://www.readingrockets.org/article/386/.


1.C.4

(1.A.2., 5.10)Distinguish both phonological and phonemic differences in language and their applications in written and oral discourse patterns (e.g., language & dialect differences).

Read content: Language and Dialect Differences



Snow, C.E., Burns, M.S., & Griffin, P (Editors); Preventing Reading Difficulties in Young Children, National Academy Press. 1998

Course Number

Name of Course

Indicator Code




1.C.5

Understand how similarities and differences in sound production between English and other languages affect English language learners’ reading development in English.

Read content: ELL Sound Production



A Guide to Learning English: Frankfurt International School, Paul Shoebottom, http://esl.fis.edu A Closer Look at the Five Essential Components of Effective Reading http://www.learningpt.org/pdfs/literacy/compon ents.pdf Instruction: A Review of Scientifically Based Reading Research for Teachers (2004) Learning Point Associates Caldwell, J. S., & Leslie, L. (2009). Intervention strategies to follow informal reading inventory assessment, so what do i do now? Allyn & Bacon.


1.C.6

(3.2) Understand the role of formal and informal phonological awareness assessment to make instructional decisions to meet individual student needs.

Read content: Phonological Awareness Assessment



Reading First: A Guide to Phonemic Awareness Instruction (2003-2010).Reading First in Virginia; The University of Virginia http://www.readingfirst.virginia.edu/prof_dev/p honemic_awareness/introduction.html

P

honi

cs


1.D.1

(1.B.1) Understand that phonological units (words, syllables, onset- rimes, and phonemes) map onto orthographic units (words, rimes, letters) in alphabetic languages.

Read content: Phonological and Orthographic Units



Dombey, H. English: Readings for Discussion. December 2009. http://www.ite.org.uk/ite_readings/simple_view _reading.pdf Snowling, M.J. & Hulme, C. Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology, V81, Issue1, pp1-23. March 2011; http://onlinelibrary.wiley.com/doi/10.1111/j.20 44-8279.2010.02014.x/full


1.D.2

Understand sound- spelling patterns and phonics (grapheme- phoneme correspondence rules).

Read content: Phonics



PhonicsPlay Ltd; 2008-2012. http://www.phonicsplay.co.uk/SubjectKnowled ge.htm) Ten Important Research Findings about Phonics; Scholastic; http://teacher.scholastic.com/clifford1/resfound 2.htm Wren, Sebastian; Ten Myths of Reading Instruction SEDL Letter Volume XIV, Number 3, December 2002, Putting Reading First http://www.sedl.org/pubs/sedl- letter/v14n03/2.html

Course Number

Name of Course

Indicator Code




1.D.3

(1.D.3 was “apply) Understand structural analysis of words.

Read content: Structural Analysis



Academic Support, Cuesta College, San Luis Obispo Community College District, http://academic.cuesta.edu/acasupp/as/505.HT M


1.D.4

Understand that both oral language and writing can be used to enhance phonics instruction.

Read content: Language and Phonics



Are you ready to teach beginning reading and writing?; Ideal Curriculum (2009)http://www.idealcurriculum.com/beginni ng-reading-and-writing.html Learning and Instruction: A SERP Research Agenda Chapter 2 Reading pp. 30-49 The Nationals Academies Press (2003) http://www.nap.edu/openbook.php?record_id=1 0858&page=30


1.D.5

Understand the role of formal and informal phonics assessment to make instructional decisions to meet individual student needs.

Read content: Phonics Assessment



Brandt, Lorilynn (2009). Investigating the Reliability and Validity of the Consortium on Reading Excellence (Core) Phonics Survey. Utah State University; Reading First in Virginia , Phonics and Word Study Assessment; Copyright 2003-2010 by the Rector and Visitors of the University of Virginia Vanden Heuvel, Rita (2005). Phonological Awareness and Phonics: Linking Assessment with Instruction in Emergent and Early Literacy;

F

luen

cy


1.E.1

(1.C.1, 1.C.2) Understand that the components of reading fluency are accuracy, expression, and rate which impact reading endurance and comprehension.

Read content: Components of Fluency


Unit Summary/Reflection

Pre-Test/Post Test

Deeney, T. A., One-Minute Fluency Measures: Mixed Messages in Assessment and Instruction The Reading Teacher Vol. 63, No. 6 March 2010 International Reading Association Torgensen, J., Fluency Instruction for Adolescent Readers; LEaRN

Course Number

Name of Course

Indicator Code




1.E.2

Understand that effective readers demonstrate flexibility by adjusting their reading rate to accommodate the kinds of texts they are reading in order to facilitate comprehension.

Read content: Components of Fluency



Pre-Test/Post Test

Osborn, J., Lehr, F., and Hiebert, E.H. (2003); A Focus on Fluency; Pacific Resources for Education and Learning; http://www.prel.org/products/re_/fluency-1.htm Torgesen, J.K. & Hudson, R. (2006). Reading fluency: critical issues for struggling readers. In S.J. Samuels and A. Farstrup (Eds.). Reading fluency: The forgotten dimension of reading success. Newark, DE: International Reading Association


1.E.3

Understand the relationships among fluency, word recognition, and comprehension.

Read content: The Fluency Connection



Pre-Test/Post Test

Applegate, M. D., Applegate, A.J., and Modla, V. (2009); : "She's My Best Reader; She Just Can't Comprehend": Studying the Relationship Between Fluency and Comprehension; The Reading Teacher Vol. 62, No. 6 March 2009 http://www.franklintigers.org/ourpages/auto/20 09/3/9/45767541/RT-62-6-Applegate.pdf


1.E.4

Understand that both oral language and writing enhance fluency instruction.

Read content: The Role of Oral Language in Fluency



Pre-Test/Post Test

Graham, S., and Hebert, M. A. (2010). Writing to read: Evidence for how writing can improve reading. A Carnegie Corporation Time to Act Report. Washington, DC: Alliance for Excellent Education. Robertson, S. (2009) Connecting Reading Fluency and Oral Language for Student Success. The ASHA LEADER, April 14, 2009


1.E.5

(3.2)Understand the role of formal and informal fluency assessment to make instructional decisions to meet individual student needs.

Read content: Fluency Assessment



Pre-Test/Post Test

Hudson, R.F., Lane, H.B., and Pullen, P.C. (2005, May). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58(8), 702-714. Hudson, R.F. (Teacher, Elementary Resources, Fluency, Reading Research). Literacy Essentials and Reading Network (LEaRN).

Course Number

Name of Course

Indicator Code



Voc

abul

ary


1.F.1

Understand the goal of receptive and expressive vocabulary instruction is the application of a student’s understanding of word meanings to multiple oral and written contexts.

Read content: Vocabulary in Multiple Contexts



Pre-Test/Post Test

B. B. Armbruster, F. Lehr, and J. Osborn, (2006). A Child Becomes a Reader. National Institute for Literacy Preston, J., Frost, S., Mencl, W., Fulbright, R., Landi, N., Grigorenko, E., Jacobsen, L., Pugh, K. Brain: Early and late talkers: school-age language, literacy and neurolinguistic differences. A Journal of Neurology, V 133, I8, pp. 2185- 2195.


1.F.2

(1.D.1) Understand morphology as it relates to vocabulary development (e.g., morphemes, inflectional and derivational morphemes, morphemic analysis).

Read content: Morphology in Vocabulary



Pre-Test/Post Test

National Institute for Literacy (2007). Key Literacy Component: Morphology. Adapted from What Content-Area Teachers Should Know About Adolescent Literacy. Graves, M. F. (1987). The roles of instruction in fostering vocabulary development. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 165-184). Hillsdale, NJ: Lawrence Erlbaum Associates.


1.F.3

(1.D.2) Identify principles of semantics as they relate to vocabulary development (e.g., antonyms, synonyms, figurative language, etc.).

Read content: Semantics



Pre-Test/Post Test

David Newmonic Language Resources (2011). The Vocabulary of the School-Age Child. SpeechLanguage-Resources.com. Semantic Feature Analysis. Reading Rockets. Retrieved on 7/9/2012 from: http://www.readingrockets.org/strategies/seman tic_feature_analysis/


1.F.4

Understand the domain specific vocabulary demands of academic language.

Read content: Academic Language



Pre-Test/Post Test

Flynt, E., & Brozo, W.G. (2008, March). Developing Academic Language: Got Words? The Reading Teacher. Volume 68, Number 6 Johnson, B. Developing Students' Academic Vocabulary Helps Beat Achievement Gap. Edutopia. http://www.edutopia.org/blog/academic- vocabulary-strategies-achievement-gap- decrease-ben-johnson?page=1

Course Number

Name of Course

Indicator Code




1.F.5

Understand that writing can be used to enhance vocabulary instruction.

Read content: Writing and Vocabulary



Pre-Test/Post Test

Stone, B.J. & Urquhart, V. Remove Limits to Learning with Systematic Vocabulary Instruction. McREL. Section 1, pp 4-6 Graham, S., and Hebert, M. A. (2010). Writing to read: Evidence for how writing can improve reading. A Carnegie Corporation Time to Act Report. Washington, DC: Alliance for Excellent Education


1.F.6

(3.2) Understand the role of formal and informal vocabulary assessment to make instructional decisions to meet individual student needs.

Read content: Vocabulary Assessment



Pre-Test/Post Test

Dougherty Stahl, K.A., & Bravo, M.A. (2010, April). Contemporary Classroom Vocabulary Assessment for Content Areas. The Reading Teacher, 63 (7), 566-578. Pearson, P.D., Hiebert, E.H., and Kamil, M.L. (2007). Vocabulary assessment: What we know and what we need to learn. Reading Research Quarterly, Vol. 42, No. 2, April/May/June 2007.

In

tegr

ated

Com

pone

nts


1.G.1

(1.F.1) Identify language characteristics related to social and academic language

Read content: Language Characteristics


Unit Summary/Reflection Final Comprehensive Assessment (each reading component) Discussion Board Create and Analogy for Learning a Second Language

Pre-Test/Post Test

Colorín Colorado (2007). What Is the Difference between Social and Academic English? http://www.colorincolorado.org/educators/back ground/academic/ Everhart, V.S. (2010). Moving Beyond Social Language: How to Teach Academic Language. PPT Presentation at CASA Conference: Santa Fe, NM.

Course Number

Name of Course

Indicator Code




1.G.2

(1.F.2) Identify phonemic, semantic, and syntactic variability between English and other languages.

Read content: Variability Among Languages



Pre-Test/Post Test

Green, L.K. (2004). Bilingual Word Power: Research-based Vocabulary Strategies for English Language Learners. Interculture Development Research Association (IDRA). Colorín Colorado (2007). Capitalizing on Similarities and Differences between Spanish and English. Bureau of Student Achievement through Language Acquisition (2012). About Us. Florida Department of Education (FLDOE). http://www.fldoe.org/aala/ http://www.colorincolorado.org/educators/back ground/capitalizing/


1.G.3

(1.F.3., 1.F.4) Understand the interdependence between each of the reading components and their effect upon reading as a process for native speakers of English and English language learners.

Read content: Interdependence



Pre-Test/Post Test

Cognitive Elements of Reading (2012) . SEDL. http://www.sedl.org/reading/framework/elemen ts.html Green, S.E. (2005). Reading Acquisition. Emporia State University. Retrieved from Kansas University website on 7-27-12. http://www.specialconnections.ku.edu/~kucrl/c gi- bin/drupal/?q=instruction/reading_acquisition

Course Number

Name of Course

Indicator Code




1.G.4

(1.F.5)Understand the impact of oral language, writing, and an information intensive environment upon reading development.

Read content: Oral Language and Reading Development



Pre-Test/Post Test

Graham, S. & Hebert, M. (2011). Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading. Harvard Educational Review: Volume 81, Number 4 / Winter 2011 Eisenhart, E., (2007). Oral Language Development: The Foundation for Literacy. Presentation at Rhode Island Reading First Leadership Meeting.


1.G.5

Understand the importance of comprehension monitoring and self correcting to increase reading proficiency.

Read content: Self-Monitoring



Pre-Test/Post Test

Wagner, P. (2011). Monitoring and Correcting Words. Help your child improve in reading comprehension: Monitoring and correcting. examiner.com. Yang, Yu-Fen (2006). Reading Strategies or Comprehension Monitoring Strategies? Reading Psychology, 27:313–343, 2006.

Course Number

Name of Course

Indicator Code




1.G.6

(3.2) Understand the role of formal and informal reading assessment to make instructional decisions to meet individual student needs.

Read content: Assessment



Pre-Test/Post Test

The Access Center: Improving Outcomes for All Students K-8. (2005). Early Reading Assessment: A Guiding Tool for Instruction. The Access Center: Washington DC. Accessed from Reading Rockets on August 1, 2012 Center on Instruction (2006). Promoting Assessment-Driven Reading Instruction (Ch. 5). A Comprehensive K-3 Reading Assessment Plan: Guidance for School Leaders.

B) Competency 2: Foundations of Research-Based Practices

Teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will engage in the systematic problem solving process.

Course Number

Name of Course

Indicator Code


Applications of Research- Based Instruction

2.A.1

(2.E) Apply intentional, explicit, and systematic instructional practices for scaffolding development of higher order thinking, comprehension skills, comprehension monitoring and self-correcting (e.g., reciprocal teaching, “think aloud,” etc.).

Module 2 read complete module content: Intro to Comprehension, Matching the Reader to the Text, Getting Ready to Read, Connecting the Reader and the Text...

Watch instruction in action videos (LEaRN)

Lesson Plan: Creating, Revising, Delivering, and Reflecting Discussion Board Reflection of video about comprehension strategies


2.A.2

Use both oral language and writing experiences to enhance comprehension.

Module 2 read content: Enhancing Comprehension through Oral and Written Experiences and Writing to Learn Strategies

Lesson Plan and deliver Double Entry Diary Reflection on a classroom instruction video Discussion Board


2.A.3

Apply appropriate instructional practices determined by the student’s strengths and needs, text structure, and the reading demands of domain specific text.




Course Number

Name of Course

Indicator Code



2.A.4

Provide opportunities for student extended text discussion to enhance comprehension, promote motivation and student engagement.


Module 3 read content: Using Instructional Conversations




2.A.5

Select narrative or informational print or digital texts that are appropriate to the comprehension instruction to be provided.

Module 2 read content: Matching the Reader to the Text

Module 3 read content: Integration of Research-Based Instructional Practices



2.A.6

Provide comprehension instruction that supports students’ ability to read multiple print and digital texts and to synthesize information within, across and beyond those texts.





2.A.7

Scaffold discussions to facilitate the comprehension of text and higher order thinking skills for students with varying English proficiency levels.


Module 3 read content: Differentiating for English Language Learners


Course Number

Name of Course

Indicator Code



2.A.8

Model a variety of strategic activities students can use to foster comprehension monitoring and self correcting.





2.A.9

(3.2., 5.12) Recognize, describe, and incorporate appropriate comprehension assessments to guide instruction.

Module 2 read complete module content: Intro to Comprehension, Matching the Reader to the Text, Getting Ready to Read, Connecting the Reader and the Text…Using Assessments to Guide Comprehension Instruction




2.B.1

Apply intentional, explicit, and systematic instructional practices for scaffolding development of oral/aural language skills (e.g., language experience approach, Socratic questioning).language (e.g., orthographic skills, phonetic and structural analysis: rules, patterns, and generalizations).

Module 4 read complete module




2.B.2

Create an environment where students practice appropriate social and academic language to discuss diverse texts.

Module 2 read content: Connecting the Reader and the Text

Module 3 read content: Using Instructional Conversations

Lesson Plan and deliver Literacy Log Reflection of video about instructional strategies

Course Number

Name of Course

Indicator Code



2.B.3

*2.2.b. Recognize and apply an English language learner’s home language proficiency as a foundation and strength to support the development of oral language in English.

Module 2 read content: Differentiation and Comprehension Instruction

Module 3 read content: Differentiating for English Language Learners



2.B.4

Use writing experiences to enhance oral language (e.g., interactive writing, student to teacher sentence dictation).

Module 2 read content: Matching the Reader to the Text; Promoting Active Engagement and Self- Correction During Reading; Enhancing Comprehension through oral and written experiences

Module 4 read content: Think-Pair- Share or Think-Write-Pair-Share



2.B.5

(3.2., 5.12) Recognize, describe, and incorporate appropriate oral language assessments to guide instruction.

Module 4 read complete module



Course Number

Name of Course

Indicator Code



2.C.1

(2.A was “identify” Apply intentional, explicit, systematic instructional practices to scaffold development of phonological awareness. (e.g., blending and segmenting syllables, onset- rimes, and phonemes).

Module 3 read content: Building a Strong Foundation, What is PA, PA Instruction and Activities



2.C.2

Provide opportunities for students to use oral/aural language to enhance phonological awareness (e.g., rhyming and alliteration).


Lesson Plan and deliver Graphic Organizer Reflection of video about instructional strategies


2.C.3

Understand and apply knowledge of how variations in phonology across languages affect English language learners’ reading and writing development.

Module 3 read content: Building a Strong Foundation, What is PA, PA Instruction and Activities, More on Phonemes



2.C.4

Use writing experiences, in conjunction with phonological instruction, to enhance reading achievement (e.g., Elkonin boxes or magnetic letters, individual response whiteboards).



Course Number

Name of Course

Indicator Code



2.C.5

(3.2, 5.12) Recognize, describe, and incorporate appropriate phonological awareness assessments to guide instruction.

Module 3 read content: Building a Strong Foundation, What is PA, PA Instruction and Activities, Assessing PA

Watch instructional videos (LEaRN)



2.D.1

(2.B was “identify) Apply intentional, explicit, systematic instructional practices for scaffolding phonics development on a continuum from the individual phoneme-grapheme level through the multi-syllabic word level.

Module 3 read content: Building a Strong Foundation, What is Phonics, Teaching the Alphabetic Principle and Phonics Instruction, Assessing Phonics




2.D.2

Recognize and apply an English language learner’s home language as a foundation and strength to support the development of phonics in English.

Module 3 read content: Building a Strong Foundation, What is Phonics, PA Instruction and Activities, Assessing Phonics, Differentiation for ELL




2.D.3

Use oral/aural language and writing experiences to enhance phonics instruction (e.g., sentence strip words, phrases, and pocket charts).

Module 3 read content: Building a Strong Foundation, What is Phonics, Teaching the Alphabetic Principle and Phonics Instruction, Assessing Phonics, The Phonics/Spelling Connection


Course Number

Name of Course

Indicator Code



2.D.4

(3.2, 5.12) Recognize, describe, and incorporate appropriate phonics assessments to guide instruction.

Module 3 read content: Building a Strong Foundation, What is Phonics, Teaching the Alphabetic Principle and Phonics Instruction, Assessing Phonics




2.E.1

(2.C was “identify”) Apply intentional, explicit, systematic instructional practices to scaffold accuracy, expression, rate, and reading endurance (e.g., paired reading, repeated reading, echo reading, reader’s theater, etc.).

Module 4 read content: Building a Strong Oral Vocabulary, Fluency, Assessing Fluency



2.E.2

Use oral/aural language and writing experiences to enhance fluency (e.g., poetry charts, song lyrics).

Module 4 read content: Building a Strong Oral Vocabulary, Fluency, Assessing Fluency, Integration of Research-Based Practices



2.E.3

(3.2., 5.12) Recognize, describe, and incorporate appropriate fluency assessments to guide instruction.

Module 4 read content: Building a Strong Oral Vocabulary, Fluency, Assessing Fluency, Integration of Research-Based Practices


Course Number

Name of Course

Indicator Code



2.F.1

(2.D was “identify”) Apply intentional, explicit, systematic instructional practices to scaffold vocabulary and concept development (e.g., shared reading, semantic mapping, etc.).

Module 4 read content: Vocabulary, Assessing Vocabulary



2.F.2

Provide for continual integration, repetition, and meaningful use of domain specific vocabulary to address the demands of academic language.

Module 4 read content: Vocabulary, Assessing Vocabulary, Integration of Research-Based Instructional Practices



2.F.3

Incorporate vocabulary instruction through analogies (e.g., cognates, Greek and Latin roots).

Module 4 read content: Vocabulary, Facilitating Frequent Encounters with Targeted Words, Assessing Vocabulary, Integration of Research-Based Instructional Practices



2.F.4

Provide an environment that supports wide reading of print and digital texts, both informational and literary, to enhance vocabulary.



Course Number

Name of Course

Indicator Code



2.F.5

*3.2.j Incorporate instructional practices that develop authentic uses of English to assist English language learners in learning academic vocabulary and content.

Module 4 read content: Vocabulary, Facilitating Frequent Encounters with Targeted Words, Assessing Vocabulary, Integration of Research-Based Instructional Practices, Language Differences & Instructional Needs, Differentiating Instruction for ELL, Keeping an "eye" on Idioms



2.F.6

Use oral/aural language and writing experiences to enhance vocabulary (e.g., interactive word walls, word sorts, word charts for secondary).




2.F.7

Use multiple methods of vocabulary instruction (e.g. multiple contexts, examples and non-examples, elaborations, etc.).




2.F.8

(3.2, 5.12) Recognize, describe, and incorporate appropriate vocabulary assessments to guide instruction.



Course Number

Name of Course

Indicator Code



2.G.1

(2.F.1, 2.F.2 was “identify”) Apply comprehensive instructional practices, including writing experiences, that integrate the reading components.

Module 1 read complete content

Module 4 read content: Diagnosing the Reader's Strengths and Instructional Needs, Planning Appropriate Instruction and Ensuring Reading Success, Integration of Research-Based Instructional Practices



2.G.2

Identify instructional practices to develop students’ metacognitive skills in reading (e.g., text coding such as INSERT, two column notes).




2.G.3

(2.F.3 was “identify”) Use resources and research-based practices that create information intensive environments (e.g., diverse classroom libraries, inquiry reading).




2.G.4

(2.F.4 was “identify”) Use research-based guidelines for selecting literature and domain specific print and digital text appropriate to students’ age, interests and reading proficiency (e.g., young adult literature, informational texts).




Course Number

Name of Course

Indicator Code



2.G.5

Demonstrate understanding of similarities and differences between home language and second language reading development.


Module 4 read content: Diagnosing the Reader's Strengths and Instructional Needs, Planning Appropriate Instruction and Ensuring Reading Success, Differentiating for English Language Learners, Integration of Research-Based Instructional Practices



2.G.6

Triangulate data from appropriate reading assessments to guide instruction.


Module 4 read content: Diagnosing the Reader's Strengths and Instructional Needs, Planning Appropriate Instruction and Ensuring Reading Success


C) Competency 3: Foundations of Assessment

Teachers will understand how to select and administer appropriate assessments and analyze data to inform reading instruction to meet the needs of all students. Teachers will engage in the systematic problem solving process.

Course Number

Name of Course

Indicator Code


Foundations of

3.1

(3.1) Understand and apply Module 1 Concepts and Foundations of Assessments Module 1 Reflection Assessment for measurement concepts and Module 1 DiscussionTeachers and

Principles characteristics of readingassessments.

Module 2 Reading Assessments within a Problem-Solving Process: Progress Monitoring Assessments

Module 1 ApplicationModule 2 Reflection

Foundations of Assessment for Teachers and

Principles

3.2

(3.2) Understand the purposes of various informal assessments (e.g., informal reading inventories, analyzing writing samples) including an emphasis on matching reader to text.

Module 1 Concepts and Foundations of Assessments: Types of Assessments

Module 3: Assessments, Data Analysis, and Applications: Progress Monitoring Assessments

Module 1 Reflection


Principles

3.3

(3.3, 3.4) Understand the purpose of various formal assessments including the differences between norm- referenced and criterion- referenced assessments and how to interpret data reports.

Module 1 Concepts and Foundations of •Assessments: •Types of Assessments •Interpreting Data: Frames of Reference

Module 1 Reflection Module 1 Discussion Module 1 Application


Principles

3.4

(3.5) Understand the meaning of test reliability, validity, and standard error of measurement and describe major types of derived scores from standardized tests.

Module 1 Concepts and Foundations of Assessments: •Measurement Concepts •Interpreting Data: Frames of Reference, Derived Scores

Module 1 Application

Course Number

Name of Course

Indicator Code



Principles

3.5

(3.6) Demonstrate knowledge of the characteristics, administration, and interpretation of both quantitative and qualitative instructional assessments (to include each of the following: screening, progress monitoring, diagnosis and outcome measures).

Module 2 Reading Assessment within a Problem- Solving Process: •Assessment Framework in Reading Module 3 Assessments, Data Analysis, and Applications: •Screening Assessments •Progress Monitoring Assessments •Diagnostic Assessments •Outcome Measures Article: What is student progress monitoring and how will it help me? National Center on Student Progress Monitoring, 2006

Module 2 Application Module 3 Discussion Action Research/Final Project


Principles

3.6

(3.7) Analyze data to identify trends that indicate adequate progress in student reading development.

Module 3 Assessments, Data Analysis, and Applications: •Screening Assessments: Interpretation •Progress Monitoring: Interpretation Resource: Advanced applications of CBM in reading (K-6): Instructional decision making strategies manual. National Center on STudent Progress Monitoring, 2007.

Module 1 Reflection


Principles

3.7

(3.8, 3.9) Understand how to use data within a systematic problem solving process to differentiate instruction, intensify intervention and meet the needs of all students. (e.g., grouping practices, appropriate curriculum materials).

Module 2 Reading Assessment within a Problem- Solving Process: •Models for Data-Based Decision Making •Problem-Solving Process Resources: A teacher's guide to RtI and problem solving. FLDOE, 2010 Module 3 Assessments, Data Analysis, and Applications: •Screening Assessments •Progress Monitoring Assessments Article: How student progress monitoring improves instruction.Educational Leadership, 2005

Module 3 Application Action Research/Final Project


Principles

3.8

(3.10) Identify appropriate criteria for selecting materials to include in portfolios for monitoring student progress over time.

Module 1 Concepts and Foundations of Assessment: Types of Assessments – Portfolios Article: Portfolio assessment. The Gale Group Module 4 Special Considerations: Strategies for Monitoring Reading Progress

Module 1 Reflection Module 4 Discussion

Course Number

Name of Course

Indicator Code



Principles

3.9

(3.11) Identify interpretive issues that may arise when assessments in English are used to measure reading proficiency in English language learners.

Module 4 Special Considerations: English Language Learners: Assessing ELL Students Article: Assessing English-language learners in mainstream classrooms. The Reading Teacher, 2006

Module 4 Reflection


Principles

3.10

(3.12) Identify appropriate assessments and accommodations for monitoring reading progress of all students.

Module 1 Concepts and Foundations of Assessment: Types of Assessments Module 4 Special Considerations: Strategies for Monitoring Reading Progress Resource: Putting it all together: Including students with disabilities in assessment and accountability systems. Policy Directions, 2003

Module 1 Reflection Module 4 Discussion


Principles

3.11

Identify and implement appropriate and allowable accommodations as specified in the Individual Education Plan or 504 Plan when assessing students with disabilities in the area of reading.

Module 4 Special Considerations: Strategies for Monitoring Reading Progress Resource: Accommodations: Assisting students with disabilities. FLDOE, 2010 Resource: District implementation guide for Section 504. FLDOE, 2011

Module 4 Application Action Research/Final Project

D) Competency 4 Foundations of Differentiation:

Teachers will have a broad knowledge of students from differing profiles in order to understand and apply research-based instructional practices by differentiating process, product, and context. Teachers will engage in the systematic problem solving process.

Course Number



Foundations and Application of Differentiated

Instruction

4.1

*2.3.d.Understand and apply knowledge of socio-cultural, socio-political and psychological variables to differentiate reading instruction for all students.

Module 2: Read content Differentiation Using Multiple Lenses: Consider the Variables, select article, complete discussion board (discuss how article addresses differentiation, supporting research, how cultural variables affect students)

Research based lesson plan for selected reading component that differentiates and scaffolds instruction for ELL at various levels of first language literacy.

Pre-test/Post-test


Instruction

4.2

Understand the stages of English language acquisition for English language learners and differentiate reading instruction for students at different levels of English language proficiency.

Module 1: Read content Fundamentals of Reading Development: Stages of English Language Acquisition, select article on BICS & CALP

Discussion board: develop a plan to improve one or more areas of reading for one student based on their level of BICS & CALP (scenario based).

Pre-test/Post-test


Instruction

4.3

2.2.aUnderstand and apply current theories of second language acquisition to differentiate instruction for English language learners of diverse backgrounds and various levels of prior education.

Module 2: Read content Differentiation Using Multiple Lenses: Learners with Diverse Backgrounds, select article, complete discussion board (discuss how article addresses differentiation, supporting research, how cultural variables affect students)


Pre-test/Post-test

Course Number




Instruction

4.4

(4.5) Identify factors impeding student reading development in each of the reading components or the integration of these components.

Module 1: Read content Fundamentals of Reading Development: Factors Impeding Reading Development

Formulate a plan for differentiated instruction for a chosen grade level based on available data. Justify groupings, identify unique qualities of each group, project next expected level, explain limitations and assumptions for each group.

Pre-test/Post-test


Instruction

4.5

(4.1, 4.3) Recognize how characteristics of both language and cognitive development impact reading proficiency.

Module 1: Read content Fundamentals of Reading Development: Language and Cognitive Development


Pre-test/Post-test


Instruction

4.6

(4.8) Recognize the characteristics of proficient readers to more effectively differentiate instruction.

Module 1: Read content Fundamentals of Reading Development: Characteristics of Proficient Readers



Instruction

4.7

(4.2) Compare language, cognitive, and reading acquisition of different age groups (primary, intermediate, secondary levels) and abilities.

Module 1: Read content Fundamentals of Reading Development: Reading Acquisition Across Grade Levels and Abilities


Pre-test/Post-test


Instruction

4.8

(4.9) Select and use developmentally appropriate materials that address socio- cultural and linguistic differences.

Module 2: Read content Differentiation Using Multiple Lenses: Learners with Diverse Backgrounds


Pre-test/Post-test


Instruction

4.9

Plan for instruction that utilizes increasingly complex print and digital text, embeds assessment, includes scaffolding, and provides re- teaching when necessary for individuals and small groups.

Module 3: Read content: Planning & Implementing Multi-Media Lessons with Research Based Instructional Strategies, discussion board (how plan developed in module 2 incorporates components of indicator 4.9)

Continue refining research based lesson plan developed in module 2 which will include components of indicator 4.9.

Course Number




Instruction

4.1

(5.10) Differentiate reading instruction for English language learners with various levels of first language literacy.

Module 2: Read content Differentiation Using Multiple Lenses: First Language Literacy



Instruction

4.11

(5.3) Scaffold instruction for students having difficulty in each of the components of reading.

Module 2: Read content Differentiation Using Multiple Lenses: Scaffolding



Instruction

4.12

(4.10) Implement a classroom level plan for monitoring student reading progress and differentiating instruction.

Module 4: Read content Deliver and Model Differentiated Instruction Based on Appropriate Data, discussion board (rationale for chosen assessments, using data to inform instruction and differentiation, sharing information)

Reflection on lesson development, overview, and results.


Instruction

4.13

(4.10) Monitor student progress and use data to differentiate instruction for all students.

Module 4: Read content Deliver and Model Differentiated Instruction Based on Appropriate Data, discussion board (rationale for chosen assessments, using data to inform instruction and differentiation, sharing information)

Reflection on lesson development, overview, and results.


Instruction

4.14

(5.4, 5.5, 5.6, 5.7, 5.9) Implement research-based practices in comprehension, oral language, phonological awareness, phonics, fluency and vocabulary to differentiate instruction for all students.

Module 2: Read content Differentiation Using Multiple Lenses: Reading Components


Course Number




Instruction

4.15

(5.8) Implement research- based instructional practices for developing students’ higher order thinking.

Module 3: Read content: Planning & Implementing Multi-Media Lessons with Research Based Instructional Strategies: Higher Order Thinking, discussion board (how plan developed in module 2 incorporates components of indicator 4.15)



Instruction

4.16

(5.8) Implement research- based instructional practices for developing students’ ability to read critically.

Module 3: Read content: Planning & Implementing Multi-Media Lessons with Research Based Instructional Strategies: Reading Critically, discussion board (how plan developed in module 2 incorporates components of indicator 4.16)



Instruction

4.17

Implement research-based instructional practices using writing to develop students’ comprehension of text.

Module 3: Read content: Planning & Implementing Multi-Media Lessons with Research Based Instructional Strategies: Writing for Comprehension, discussion board (how plan developed in module 2 incorporates components of indicator 4.17)



Instruction

4.18

(4.6) Implement appropriate and allowable instructional accommodations as specified in the Individual Education Plan or 504 Plan when differentiating instruction for students with disabilities.

Module 3: Read content: Planning & Implementing Multi-Media Lessons with Research Based Instructional Strategies: Students with Disabilities, discussion board (how plan developed in module 2 incorporates components of indicator 4.18)



Instruction

4.19

Modify assessment and instruction for students with significant cognitive disabilities while maintaining high expectations for achievement that reflect appropriate levels of access to general education instruction.

Module 3: Read content: Planning & Implementing Multi-Media Lessons with Research Based Instructional Strategies: Students with Disabilities, discussion board (how plan developed in module 2 incorporates components of indicator 4.19)


E) Competency 5: Demonstration of Accomplishment

Teachers will, through a culminating practicum, demonstrate knowledge of the components of reading, as well as assessments and data analysis, to implement a comprehensive research-based reading plan of instruction for all students. Teachers will engage in the systematic problem solving process.

Course Number



Assessment

Demonstration of Accomplished Practices in Reading

5.1 Performance Indicators: (6.9, 5.12) Use assessment and data analysis to monitor student progress and guide instruction over time to ensure an increase in student learning.

Read Linking Classroom Assessment and Classroom Instruction (excerpt from FLaRE Demonstration of Accomplishment).

Review research-based practices for using assessment and data analysis to monitor student progress and guide instruction included in previous reading endorsement competency courses.

Participants will submit a Portfolio including the following (rubric will be provided):

Case Study with assessments, procedures of evaluation and data summary, and progress monitoring tool.

Participants will develop a plan of action including instructional practices to address areas of need for three students at different levels of reading proficiency.


5.2 (6.6) Demonstrate research- based instructional practices for facilitating reading comprehension.

Read Comprehension: Making Meaning from Print (excerpt from FLaRE Demonstration of Accomplishment)

Review research-based practices for facilitating reading comprehension included in previous reading endorsement competency courses.

Participants will complete a Portfolio and accomplish the following (rubric will be provided):

Design lesson plan to include Research-based best practices in Comprehension; Videotape lesson for individual, small group or whole classroom including best practices in Comprehension; include reflection of lesson after delivery and instructional changes needed.

Course Number



Assessment


5.3 Demonstrate research-based instructional practices for developing oral/aural language development.

Read The Role of Language in Comprehension Bell, N. (1991); Gestalt Imagery: A Critical Factor in Language Comprehension Retrieved on 6/16/12 from: http://www.lindamoodbell.com/dow nloads/pdf/research/Gestalt.pdf

Board, J. Language and Education - Learning Language, Learning through Language, Learning about Language, African-American Language and Classroom Education. Education Encyclopedia, StateUniversity.com. Retrieved on 6/16/12 from http://education.stateuniversity.com/ pages/2154/Language- Education.html

Tallal, P. (2010); Neuroscience, Phonology and Reading - Part 1; Children of the Code; Retrieved on 6-20-12 from http://www.childrenofthecode.org/p vid/tallal/part1.htm

Review research-based practices for facilitating Oral/Aural Language Development included in previous reading endorsement competency courses.


Design lesson plan to include Research-based best practices in Oral/Aural Language Development; Videotape lesson for individual, small group or whole classroom including best practices in Oral/ Aural Language Development; reflection of lesson after delivery and instructional changes needed.

Course Number



Assessment


5.4 (6.2) Demonstrate research- based instructional practices for developing students’ phonological awareness.

Read Phonological Awareness (excerpt from FLaRE Demonstration of Accomplishment).

Review research-based practices for developing students’ Phonological Awareness included in previous reading endorsement competency courses.


Design lesson plan to include best practices in Phonological Awareness; Videotape lesson for individual, small group or whole classroom including best practices in Phonological Awareness; include reflection of lesson after delivery and instructional changes needed


5.5 (6.3) Demonstrate research- based instructional practices for developing phonics skills and word recognition.

Read What We Know About the Importance of Phonics(excerpt from FLaRE Demonstration of Accomplishment).

Review research-based practices for developing Phonics Skills and Word Recognition included in previous reading endorsement

competency courses.


Design lesson plan to include best practices in Phonics Skills and Word Recognition; Videotape lesson for individual, small group or whole classroom including best practices in Phonics Skills and Word Recognition; include reflection of lesson after delivery and instructional changes needed


5.6 (6.4) Demonstrate research- based instructional practices for developing reading fluency and reading endurance.

Read Developing Fluent Readers (excerpt from FLaRE Demonstration of Accomplishment ).

Review research-based practices for developing Reading Fluency and Reading Endurance included in previous reading endorsement competency courses.


Design lesson plan to include best practices in Reading Fluency and Endurance; Videotape lesson for individual, small group or whole classroom including best practices in Reading Fluency and Endurance include reflection of lesson after delivery and instructional changes needed


5.7 (6.5) Demonstrate research- based instructional practices for developing both academic and domain specific vocabulary.

Read Word Work! Developing Vocabulary Across the Grades (excerpt from FLaRE Demonstration of Accomplishment).

Review research-based practices for developing Academic and Domain Specific Vocabulary included in previous reading endorsement competency courses.


Design lesson plan to include best practices in Academic and Domain Specific Vocabulary; Videotape lesson for individual, small group or whole classroom including best practices in Academic and Domain Specific Vocabulary; include reflection of lesson after delivery and instructional changes needed

Course Number



Assessment


5.8 (6.7) Demonstrate research- based instructional practices to facilitate students’ monitoring and self correcting in reading.

Read Self-Monitoring

Fox, B. (2010). Keeping Word Identification Meaning-Focused Through Teaching Children to Self- Monitor. Word Identification Strategies: Building Phonics into a Classroom Reading Program. http://ptgmedia.pearsoncmg.com/im ages/9780132611282/downloads/FO X_SE_CH01.pdf

Wagner, P. (2011). Monitoring and Correcting Words. Help your child improve in reading comprehension: Monitoring and correcting. examiner.com. http://www.examiner.com/article/hel p-your-child-improve-reading- comprehension-monitoring-and- correcting

Yang, Yu-Fen (2006). Reading Strategies or Comprehension Monitoring Strategies? Reading Psychology, 27:313–343, 2006. https://resources.oncourse.iu.edu/acc ess/content/user/mikuleck/Filemana ger_Public_Files/L501/ESL%20reso urces/Yang%202006%20EFL%20C omprehension%20Monitoring.pdf


Design lesson plan to include research-based instructional practices to facilitate students’ Monitoring and Self Correcting in reading; Videotape lesson for individual, small group or whole classroom including student monitoring and self- correcting in reading; include reflection of lesson after delivery and instructional changes needed.

Course Number



Assessment

5.9 (6.8) Demonstrate research- based comprehension instructional practices for developing students’ higher order thinking to enhance comprehension.

Read How to Increase Higher Order Thinking

Thomas, A., and Thorne, G. (2009). How To Increase Higher Order Thinking. Metarie, LA: Center for Development and Learning. Retrieved Dec. 7, 2009, fromhttp://www.cdl.org/resource- library/articles/HOT.php?type= subject&id=18


Design lesson plan to include best practices in

developing students’ Higher Order Thinking to enhance comprehension: Videotape lesson for individual, small group or whole classroom including best practices in developing students’ Higher Order Thinking; include reflection of lesson after delivery and instructional changes needed.

5.10 (6.8) Demonstrate research- based instructional practices for developing students’ ability to read critically.

Read The Art of Close Reading Part 1, 2, and 3 from http://www.criticalthinking.org/ pages/the-art-of-close-reading-part- one/509 (This article was adapted from How to Read a Paragraph: The Art of Close Reading , by Richard Paul and Linda Elder.) View Close Reading of Text:

Letter from Birmingham Jail, Martin Luther King, Jr. (David Coleman, Engage NY, 2011) http://vimeo.com/27056255


Design lesson plan to include best practices in developing students’ ability to Read Critically to enhance comprehension; Videotape lesson for individual, small group or whole classroom including best practices in developing students’ Critical Thinking; include reflection of lesson after delivery and instructional changes needed.

5.11 (6.10) Demonstrate differentiation of instruction for all students utilizing increasingly complex print and digital text.

Read Differentiated Instruction and Implications for UDL Implementation (Prepared by Tracey Hall, Nicole Strangman and Anne Meyer) http://www.k8accesscenter.org/traini ng_ resources/udl/DifferentiatedInstructi onHTML.asp


Design lesson plan to include DI using complex print

and digital text; Videotape lesson for individual, small group or whole classroom including DI using complex print and digital text; Include reflection of lesson after delivery and instructional changes needed.

Course Number



Assessment

5.12 (6.11) *4.1.c.Demonstrate skill in assessment and instruction with English language learners from diverse backgrounds and at varying English proficiency levels.

Read Working With English Language Learners (from FLaRE Demonstration of Accomplishment).

Review research on assessment and instruction with English language learners from previous reading endorsement competency courses.

Participants will complete a Portfolio and accomplish the following (rubric will be provided): Design a lesson plan which includes assessments used to guide instruction with English language learners.

5.13 (6.12) Create an information intensive environment that includes print and digital text.

Read Print Rich Environment by Margaret Maurano: http://www.bridgew.edu/library/cags _projects/mmaurano/PrintRichEnvir onment.htm

Read Digital Text in the Classroom from CAST: Teaching Every Student http://www.cast.org/teachingeveryst udent /ideas/presentations/digitaltext.cfm

Participants will complete a Portfolio and accomplish the following (rubric will be provided): Participants will complete a checklist to assess classroom environment and its inclusion of print and digital text.

5.14 Use a variety of instructional practices to motivate and engage students in reading.

Read Engaging and Motivating Readers (excerpt from FLaRE Demonstration of Accomplishment).

Review research on instructional practices to motivate and engage students in reading from previous reading endorsement competency courses.

Participants will complete a Portfolio and accomplish the following (rubric will be provided): Design lesson plan

to include a variety of instructional practices to motivate and engage students in reading; Videotape lesson for individual, small group or whole classroom including practices in motivating and engaging students in reading.;

Course Number



Assessment

5.15 Demonstrate intentional, explicit, systematic writing instruction as it relates to the ability to read written language.

Read Writing for Comprehension Read from page 9 (Recommendations for Using Writing to Improve Reading, as Identified by Meta-Analysis) through 26 (Writing Instruction). Graham, S. & Hebert, M. (2010). Writing to read: Evidence for how writing can improve reading. Retrieved from http://www.all4ed.org/files/WritingT oRead.pdf

Participants will complete a Portfolio and accomplish the following (rubric will be provided): Design lesson plan

to include writing instruction as it relates to reading; Videotape lesson for individual, small group or whole classroom including writing instruction as it relates to reading.

D. Instructors Instructors will be selected based on the following criteria: successful experiences in reading instruction, strong knowledge of reading research and instructional decision making as it pertains to teaching reading, and effective teacher training/presentation skills. Instructors will hold a Bachelor’s degree or higher with further study and training in the area of reading. Instructors will have successfully completed specialized training for the specific instructional components. In addition, the practicum supervisor must be certified in reading or have completed the five required courses for the reading endorsement, or have a minimum of three years successful experience as a reading specialist or in a comparable reading/leadership position. V. Completion Requirements

F) Program Completion 1) Teachers must complete all course requirements satisfactorily as outlined in the

course design evaluation criteria. Participants will earn the 60 inservice points in each component for a total of 300 inservice points.

2) Equivalent or higher level college credit from an accredited institution of higher education may be used to satisfy component requirements. Approved three credit hour college courses can be converted to inservice points. An official college transcript must be provided by the applicant to the Office of Professional Development

3) Course completion will be verified by the Office of Professional Development upon submission of the appropriate materials.

G) Competency Demonstration

1. Each individual competency will be evaluated within the specific component as

described in the course design evaluation criteria.

2. Using appropriate research-based instructional strategies, participants will demonstrate all program competencies as a requirement of program completion.

3. The evaluation of mastery at or above an 80% level will be determined by direct

observation according to a checklist of performance indicators and the submission of a clinical portfolio or action research project.

4. Upon completion of all five components or the college course equivalent, participants

will request a completed Verification of Points form from the Office of Professional Development for final approval and program verification.

H) Competency Verification

Verification of competencies other than through the procedures stated above is not an option for this add-on reading endorsement program.

VI. Program Evaluation As the Add-on Reading Endorsement Program becomes an integral part of district efforts to continually improve K-12 reading instruction, it is critical that this program is regularly reviewed for efficiency, effectiveness and impact. While descriptive and qualitative data are useful for making operational improvements, the ultimate criterion for evaluation must be, “What effect is the Add-on Reading Endorsement Program having on student achievement?” In order to continually improve program quality, evaluation will be ongoing as outlined in the following matrix aligned with the Professional Development Evaluation Protocol:

Evaluation Questions Protocol Standard

Data Sources Instrumentation

When?

Del

iver

y

How many teachers satisfactorily completed the coursework required for Reading Endorsement?

Did the instruction use learning

strategies appropriate to the intended goal that apply knowledge of human learning including modeling of effective teaching practices?

Was the content relevant to the needs

of classroom teachers?

1.2.2 1.2.1

Program Instructors Program Participants

Descriptive data: # and % of completers # and % of out-of field Participant survey Participant survey

Each semester Annually Annually

Fol

low

-up

/ Im

ple

men

tati

on

Were acquired skills and knowledge transferred to classroom practice?

Were program participants offered

ongoing support through school-based learning community activities, coaching, and/or web-based resources?

1.3.1 1.3.2 1.3.3

Administrators Program Participants School /District PD Plan

Observation Checklist Focus Group Document Review

Ongoing with annual data compilation beginning Yr. 2 Annually

Imp

act

What were the documented changes in student performance related to this training?

Have program participants been

encouraged and supported in conducting action research that studies student achievement as it relates to instructional practices developed through reading endorsement coursework?

1.4.2 1.4.4

Students Program Participants

Student Achievement Data including FCAT Reading scores, Gates-McGinitie, Stanford 9, DRA, DIBELS, GRADE, CAT Review of Action Research Projects

Annually beginning Yr. 2 Annually beginning Yr. 2

Man

agem

ent/

C

ost

Eff

ecti

ven

ess

Are records of Component completion kept in an accurate and up-to-date manner?

Has the program been reviewed for

cost effectiveness? Have evaluation results been used to

improve program design and implementation if indicated?

3.2.7 3.4.6 3.4.5

District Personnel Review of Administrative Records

Annually

Program evaluation results will be reviewed by the District Reading Endorsement Committee. Adjustments for continual program improvement will be made based on the evaluation results. The district will notify the Just Read Florida Office of any program changes. VII. Management A. Application and Admission The office of Professional Development of the School District of Osceola County, Florida, will be responsible for application, admission, and verification of completion of the Add-on Reading Endorsement Program.

Participants must be currently employed by the School District. In order to be admitted, an individual must hold a valid temporary or professional certificate based on a Bachelor’s degree or higher with certification in an academic, degreed vocational, administrative or specialty class coverage. Candidates with temporary certificates must show proof of eligibility for a Professional Certificate prior to the district’s verification of completion of the program. B. Advisement

All inservice teachers required to complete the Reading Endorsement (Text Rule 6A-4.0292) by July 2006 will be identified and notified in writing options for fulfilling the requirement by the Office of Certification. The Office of Professional Development will provide ongoing advisement on a plan of study, course offerings, endorsement requirements and progress toward program completion. C. Attendance Requirements Attendance at all sessions is mandatory. Reading Endorsement candidates must participate in each inservice component for the appropriate time requirement to receive the total inservice credit awarded by the component. In case of serious illness or extreme emergency, the instructor will work with the student to ensure that required class hours are satisfied.

E. Transfer and Utilization of Credit Equivalent or higher level college credit from an accredited institution of higher education may be used to satisfy component requirements. College courses approved by the state and aligned with a complete competency can be converted to inservice points. An official college transcript must be provided by the applicant to the Office of Professional Development Inservice credit earned in other school districts may be applied to the reading endorsement program provided that the component completion was earned as part of an approved Add-on Reading Endorsement Program. F. Certification of Completion When all Reading Endorsement Requirements have been completed, thereby demonstrating mastery of competencies and specific indicators, the Director of Professional Development or designee shall verify program completion using the Add-on Endorsement Application Form. VIII School Board Approval _______________________________________/Date___________________ Chairman The School District of Osceola County, Florida

The School District of Osceola County, Florida Verification of Points

Applicable Toward Add-on Certification

1. Name_____________________________________________________________________ 2. School__________________________________ District__________________________ 3. Employee No._______________________ Points on file______________________ (1)______ Foundations of Reading Instruction (60 points) (2)______ Application of Research-Based Instructional Practices (60 points) (3)______ Foundations of Assessment (60 points) (4)______ Foundations and Applications of Differentiated Instruction (60 points) (5)______ Demonstration of Accomplishment (60 points) College courses may be substituted for any of the above components for which the course descriptions match the School District of Osceola County, Florida, Master In-service Plan Components. 6. VERIFICATION OF REQUIREMENTS: Points Required Points Verified Deficiency Requirement # 1 Min. 60 Requirement # 2 Min. 60 Requirement # 3 Min. 60 Requirement # 4 Min. 60 Requirement # 5 Min. 60 Total Required 300

__________________________ _________________________________________________ Date Program Coordinator for Professional Development

FOR OSCEOLA DISTRICT OFFICE OF CERTIFICATION USE ONLY Status of Application: _____ Sent to Florida Dept. of Education _____ Returned for Additional Verification Date:_________________________ By_____________________________________________________

The School District of Osceola County, Florida Add-on Reading Endorsement

Transfer of College Credit

1. Name______________________________________________________________________ 2. Facility_____________________________________________________________________ 3. Employee No.________________________________ 4. DOE No.________________ The attached college transcripts are submitted as part of the Osceola Reading endorsement program. These courses meet the requirements of the following component(s) in the approved Osceola county program for Reading Endorsement. Program area Component # and Title College Course Title 1) _______________________________________ ______________________________ 2)_______________________________________ ______________________________ 3)_______________________________________ ______________________________

FOR OFFICE OF PROFESSIONAL DEVELOPMENT USE ONLY No. Points Approved ________ No. Points Not Approved ________ Comments: Date:__________________________ ____________________________________________________________________________ Director of Professional Development/Designee

Resources for Reading Endorsement Candidates

District Assessments, which may be used, include but are not limited to the following: Stanford 9 Slosson Oral Reading Test DIBELS Woodcock Reading Mastery Test Gates-MacGintie Peabody Picture Vocabulary Test III Early Diagnostic Reading Assessment Fox in the Box Woodcock Diagnostic Reading Battery Other Resources: Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge Massachusetts Institute of Technology. Archer, A.L., Gleason, M.M., and Vachon, V.L. (2003). Decoding and fluency: Foundation skills for struggling older readers. Learning Disability Quarterly, 26, 89-101. Barr, R., Blanchowicz, C.L.Z., & Daufman, B. (2002). Reading diagnosis for Teachers: An instructional approach. (4th ed.). Boston: Allyn & Bacon. Beck, I & C Juel (1995, Summer). The role of decoding in learning to read. American Educator. Beck, I.L., McKeown, M.G., Hamilton, R.I., and Kucan, L. (Eds.).(1997). Questioning The author: An approach for enhancing student engagement with text. Newark, DE International Reading Association. Beck, I.L., McKeown, M.G., and Kucan, L. (Eds.).(2002). Bringing words to life: Robust Vocabulary Instruction. New York: Guilford Press. Blachman, B. (1997). Foundations of reading acquisition and dyslexia. Mahwah, NJ: Erlbaum. Carlisle, J.F. & Rice, M.S. (2002). Improving reading comprehension: Research based Practices and principles. Baltimore: York Press. Curtis, M.E. (May 2002). Adolescent reading: A synthesis of research. The Partnership For Reading. http://216.26.160.105/conf/nichd/synthesis.asp. Foorman, B.R., Chen, D.T., Carlson, C., Moats, L., Francis, D.J., & Fletcher, J.M. (2003). The necessity of the alphabet principle to phonemic awareness instruction. Reading and Writing, 16, 289-324. Hasbrouck, J.E. & Tindal, G. (1992). Curriculum-based reading fluency norms for

Students in grades 2-5. Teaching Exceptional Children, 41-44. Kame’ennui, E., Simmons, D., & Cornachione, C. (1999). A practical guide to reading Assessments. Newark, DE: International Reading Association. Moats, L.C. (2000). Speech to Print: Language Essentials for Teachers. Baltimore: Paul Brookes Publishing. National Reading Panel. (2000). Report of the National Reading Panel: Teaching Children to read: An evidence-based assessment if the scientific research Literature on Reading and its implications for reading instruction. Washington, D.C: National Institute for Child Health and Human Development. Raynor, K., Foorman, B.F., Perfitti, C.A., Pesetsky, D. & Seinenburg, M.S. (2001). How Psychological science informs the teaching of Reading. Developmental review, 14, 245-302. Shankweiler, D., Lundquist, E., Katz, L., Stuebing, L.L., Fletcher, J.M., Brady, S., Fowler, A., Dreyeer, L.G., Marchione, K.E., Shaywitz, S.E., & Shaywitz, B.A. (1999). Comprehension and decoding: Patterns of association in children with reading difficulties. Scientific Studies of Reading, 31, 69-94. Snow, C., Burns, S., and Griffin, P. (1998). Preventing Reading Difficulties in young Children. Washington, D.C.: National Research Council, National Academy of Sciences Press. Simmons, D.C. & Kame’ennui, E.J. (Eds.) (1998). What reading research tells us about Children with diverse learning needs: Bases and Basics. Mahwah, NJ: Erlbaum. Tomlinson, C.A. (2001) How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASCD. Torgeson, J.K., and Bryant, B.R. (1994). Phonological awareness training for reading. Austin, Texas: Pro-Ed. Torgeson, J.K., Alexander, A.W., Wagner, R.K., Rashotte, C.A., Voeller, K., Conway, T. & Rose, E. (2001). Intensive remedial instruction for children with severe Reading disabilities: Immediate and long-term outcomes for two instructional Approaches. Journal of Learning Disabilities, 354, 33-58. Tyler, B., & Chard D.J. (2000). Using reader’s theatre to foster fluency in struggling Readers: A twist on the repeated reading strategy. Reading and Writing Quarterly, 16, 163-168.

Resources for Teachers of Reading to ELLs

Anderson, N. (1999). Exploring second language reading: Issues and strategies. Heinle. Au, K. (1993). Literacy instruction in multicultural settings. Belmont, CA: Wordsworth. Auerbach, E.R., & Paxton, D. (1997). “It’s not the English thing”: Bringing reading Research into the ESL classroom. TESOL Quarterly, 31, 237-261. Barrera, R.B., & Jimenez, R.T. (2000). Literacy practices for Latino Students. National Clearinghouse for Bilingual Education: [http://www.ncbe.gwu.edu/ncbepubs/reports/index.htm]. Bell, J.S. (1995). The relationship between L1 and L2 literacy: Some complicating Factors. TESOL Quarterly, 29, 687-704. Bernhardt, E.B. (1991). Reading Development in a second language. Theoretical Empirical and classroom perspectives. Norwood, NJ: Ablex. Bernhardt, E.B. & Kamil, M.L. (1995). Interpreting relationships between L1 and L2 reading: Consolidating the linguistic threshold and the linguistic interdependence hypothesis. Applied Linguistic, 16, 15-34. Birch, B.M. (2002). English L2 Reading: Getting to the bottom. Mahwah: NJ: Lawrence Erlbaum. Carrell, P. (1992). Awareness of text structure: Effects on recall. Language Learning, 42, 1-20. Delgado-Gaitan, C. (1994). Social structure change through literacy: Toward the empowerment Of families. In B.M. Ferdaman, R.M. Weber, & A.G. Ramirez (Eds.) Literacy Across languages and cultures. New York: SUNY Press. Droop and Verhoeven, L. (1998). Background knowledge, linguistic complexity, and second- Language reading comprehension. Journal of Literacy Research, 30, 253-271. Durgunoglu, A.Y. (1997). Bilingual reading: It’s components, development, and other issues. In

M.B. de Groot & J.F. Kroll (Eds.) Tutorials in bilingualism: Psycholinguistic Perspectives, pp. 255-278. Mahwah, NJ: Lawrence Erlbaum.

Durgunoglu, A.Y. & Werhoeven, L. (Eds.) (1998). Literacy Development in a multilingual Context: Cross-cultural perspective perspectives. Mahwah, NJ: Lawrence Erlbaum. Edeshy, C. (1996). With literacy and justice for all: Rethinking the social in language And education, 2nd ed. London: Taylor & Francis.

Enguidandos, T., & Ruiz, N.T. (1997). Traigan sus vidas, yo traigo la mia: Shared reading For older, emergent readers in bilingual classrooms. In L. Denti & P.T. (Cousins Eds.), New ways of looking at learning disabilities (pp. 199-222). Denver, Col: Love. Fashola, O.S., Drum, P.A., Mayer, R.E., & Kang, S. (1996). A cognitive theory of orthographic Transitioning: Predictable errors in how Spanish-speaking children spell English words. American Educational Research Journal, 33, 825-843. Fillmore, L.W. (1991). Second-language learning in children: A model of language learning in a Social context. In E. Bialystok (Ed.), Language processing in biloingual children (pp. 49- 69). CUP. Flose, K. (2004). Vocabulary myths: Applying second language research to classroom teaching. University of Michigan Press. Freeman, D. & Freeman Y.S. (2004). Essential linguistic: What you need to know to teach Reading, ESL, spelling, phonics, grammar. Portsmouth, NH: Heinemann. Freeman, D. & Freeman Y.S. (2000). Teaching reading in multilingual classrooms. Portsmouth, NH: Heinemann. Garcia, G. English learners: reaching the highest level of English literacy. Rowland Heights, California, USA. Geva, E. & Verhoeven L. (Eds.) Basic processes in early second language reading. Scientific Studies of Reading (Special Issue). Mahwah, NJ: Lawrence Erlbaum. Giambo, D.A. & McKinney, J.D. (2004). The efforts of a phonological awareness intervention On the oral English proficiency of Spanish-speaking kindergarten children. TESOL Quarterly, 38 (1), 95-117. Goodman, K. (1996). How developing reading works. In On Reading (pp. 53-61), Portsmouth, NH: Heinemann. Grabe, W., Stoller, F.I. (2002). Teaching and researching reading. London: Longman. Hudelson, S. (1984). Kan yu en ingles: Children become literate in English as a Second Language, TESOL Quarterly, 18, 221-238. Jimenez, R.T. (1997). The strategic reading abilities and potential office low-literacy Latino Readers in middle school. Reading Research Quarterly, 32, 224-243. Jimenez, R.T., Garcia, G.E., & Pearson, P.D. (1996). The reading strategies of bilingual Latino Students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31, 90-112.

Jimenez, R.T., Garcia, G.E., & Pearson, P.D. (1995). Three children, two languages, and Strategic reading: Case studies in bilingual/monolingual reading. American Educational Research Journal, 32, 90-112. Kauffman, D. & Franco, L. (2004). What’s different about teaching reading to students learning English? Center for Applied Linguistics/Delta Systems. Kitajima, R. (1997). Referential strategy training for second language reading comprehension Strategies Japanese texts. Foreign Language Annals, 30, 84-97. Klingner, J.K. & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies For students with learning disabilities who use English as a second language. The Elementary School Journal, 96, 275-292. Koda, K. (1998). The role of phonemic awareness in second language reading. Second Language Research, 14, 194-215. Koda, K. (1997). Orthographic knowledge in L2 lexical processing. In J. Coady & T. Huckin (Eds.). Second Language Vocabulary Acquisition. Pp. 35-52. New York: Cambridge University Press. Kucer, S.B. (2001). Dimensions of literacy: A Conceptual base of teaching reading and writing In school settings. Mahwah, NJ: Lawrence Erlbaum. Labbo, L.D. & Teale, W.H. (1990). Cross-age reading: A strategy for helping poor readers. The Reading Teacher, 43, 362-369. Langer, J.A., Bartolome, L., Vasquez, O., & Lucas, T. (1990). Meaning construction in school Literacy tasks. American Education Research Journal, 27, 427-471. Laufer, Batia. The lexical plight in second language reading: words you don’t know, words you Think you know, and words you can’t guess. Liu, D. (2003). The most frequently used spoken American English idioms: a corpus analysis And it’s implications. TESOL, 37 (4). Lively, T., August, D., Carlo, M., & Snow, C. (2003). Vocabulary improvement program for English language learners and their classmates: 5th grade. Paul H. Brookes Publishing. Menyuk, P. (1999). Reading and linguistic development. Cambridge, MA: Brookline Books. Miramontes, O. (1990). A comparative study of English oral reading skills in differently Schooled groups of Hispanic students. Journal of reading Behavior, 22, 373-394.

Naggy, W.E., Garcia, G.E., Durgunoglu, A.Y., Hancin-Bhatt, B. (1993). Spanish-English Bilingual students’ use of cognates in English reading. Journal of Reading Behavior, 2, 241-259. Nieto, S. (2002). Writing for real; Exploring and affirming students’ words and worlds. In Language, culture, and teachings: Critical perspectives for a new century. Mahwah, NJ: Lawrence Erlbaum. Optiz, M.F. (Ed.) (1998). Literacy instructions for culturally and linguistically diverse students, Newark: DE: International Reading Association. Peregoy, S.F. & Boyle, O.F. (2000). English learners reading English: What we know, What We need to know. Theory into Practice, 39, 237-247. Perez, B. (Ed.) (1998). Social culture contexts of language and literacy. Mahwah, NJ: Lawrence Erlbaum. Reyes, M. & Halcon, J.J. (Eds.) (2001). The best for our children: critical perspectives on Literacy for Latino students. New York: Teachers College Press. Rusciolelli, J. (1995). Student responses to reading strategies instruction. Foreign Language Annals, 28, 262-273. Schleppegrell, M.J. & Colombia, M.C. (2002). Developing advance literacy in first and second Languages, Mahwah: NJ: Lawrence Erlbaum. Snow, C., Burns, M.S., Griffin, P. (Eds.) (1998). Preventing reading difficulties in young Children. Washington, D.C: National Academy Press. Stanovic, K.E. (2000). Progress in understanding reading: Scientific foundations and new Frontiers. New York: Guilford Press. Valdes, G. (1999). Incipient bilingualism and the development of English language writing Abilities in the secondary school. In C.F. Falties & P.Wolfe, (Eds.), So much to say (pp. 138-175). New York: Teachers College Press. Valdes, G., Sanders, P.A., & Lathrop, J. (1999). Latino ESL students and the development of Writing abilities in the secondary school. In C.R. Cooper & L. Odell, (Eds.), Evaluating Writing: The role of teachers’ knowledge about text, learning, and culture (pp. 249-278). Urbaba, IL: NCTE. Zimmerman, C.B. (1997). Do reading and interactive vocabulary instruction make a difference? An empirical study. TESOL Quarterly, 31, 121-140.

Addendum

The following courses are now acceptable substitutes for portions of the Reading Endorsement: Osceola Add-on Competency: Substitute: Effective Date: Competency 4 Differentiating October 13, 2006 Reading Instruction For Students: Making It Explicit (offered by FDLRS) Competency 2 Competency 2: August 17, 2006 FOR-PD (offered by Valencia Community College as part of their EPI) Competency 1 NEFEC January 9, 2006 Competency 3 NEFEC August 18, 2006 Competencies 1-5 Online through NEFEC August 2012 Competency 4 Offered by FDLRS August 2012 Documentation regarding FLDOE permissions to accept the above substitutions is on file in the Office of Professional Development in Osceola County, Florida.

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SCHOOL DISTRICT OF OSCEOLA COUNTY, FLORIDA

GIFTED ADD-ON ENDORSEMENT PLAN FOR K-12


Dr. Lissette Brizendine, Assistant Superintendent of Elementary Curriculum and Instruction

Michael Allen, Assistant Superintendent

of Middle School Curriculum and Instruction

Dr. Michael Akes, Assistant Superintendent of Secondary Curriculum

and Instruction

Mark A. Munas, Assistant Superintendent for School Support Services

Janice C. Franceschi, Director of Professional Development Tracey Merritt, District Curriculum Specialist- Gifted

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SYNOPSIS

Florida Statutes, 1012.575 f.s., provides that a district school board may design alternative teacher preparation programs to enable persons already certified to add an additional coverage to their certificate. The District Alternative Program for Add-on Certification: Gifted Endorsement was developed to meet the program area specialization requirements for gifted. It incorporates the following five training modules under the name Gifted Add-On Endorsement Program:

• Nature and Needs for the Gifted • Curriculum Development for the Gifted • Guidance and Counseling for the Gifted • Education of Special Populations of Gifted Students • Theory and Development of Creativity

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TABLE OF CONTENTS

I. PROGRAM TITLE 4

II.

PROGRAM RATIONALE AND PURPOSE

4

III.

PROGRAM CONTENT/CURRICULUM

4

IV.

INSTRUCTIONAL DESIGN AND DELIVERY 11

V.

COMPLETION REQUIREMENTS

26

VI.

PROGRAM EVALUATION

27

VII.

PROGRAM MANAGEMENT

27

VIII.

CANDIDATE APPLICATION AND ADMISSION

28

IX.

ADVISEMENT

28

X.

ATTENDANCE

28

XI.

TRANSFER AND UTILIZATION OF CREDIT

28

XII.

CERTIFICATION OF COMPLETION

29

XIII.

APPENDIX

30

GIFTED CERTIFICATION ENDORSEMENT ADD-ON CERTIFICA- TION PROGRAM VERIFICATIN OF CREDIT FORM

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The School District of Osceola County, FL K-12 Gifted Endorsement Add-on Plan

I. Program Title:

The School District of Osceola County, FL Add-on Program for K-12 Gifted Endorsement

II. Program Rationale and Purpose:

The District Alternative Program for Add-on Certification: Gifted Endorsement was developed to meet the instructional needs of students with fully endorsed teachers of the gifted, to prepare a pool of fully endorsed teachers of the gifted who can be placed as the need arises for additional staff, provide relevant training to teachers of the gifted wishing to update their skills, knowledge, and competencies, and to provide instructional staff with an alternative means of acquiring certification endorsement in gifted education.

III. Program Content/Curriculum:

A. Competencies

Nature and Needs of Students Who Are Gifted

Curriculum Development for Students Who Are Gifted

Guidance and Counseling for the Gifted

Education of Special Populations of Gifted Students

Theory and Development of Creativity

B. Specialization/Professional Studies:

The Gifted Endorsement is intended solely for teachers who currently hold or are eligible for a valid Florida Professional Educator’s Certificate based on a Bachelor’s or higher

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degree. Professional studies competencies necessary for the professional development of all staff are included with listed competencies and are an integral part of the required body of knowledge. Included in the approved competencies are indicators requiring pedagogical, theoretical, and practicum studies, as included in Florida’s Professional Development Protocol Standards- Third Cycle, supported by the Florida Department of Education Bureau of Educator Recruitment and Professional Development and listed below:

1. EDUCATORLEVEL

1.1.Planning1.1.1. Individual Needs Assessment: The educator identifies individual professional learning goals with primary emphasis on student learning needs by reviewing certification needs, classroom-level disaggregated student achievement and behavioral data related to content area skills, school initiatives, the School Improvement Plan, and school and team goals. 1.1.2. Administrator Review: The educator meets with a school administrator to review the IPDP and identify additional individual professional learning needs based on performance appraisal data and priorities for students, grade levels, content areas, or the whole school. 1.1.3. Individual Professional Development Plan: The educator’s Individual Professional Development Plan (IPDP) specifies the professional learning needs related to identified student achievement goals for those students to which the educator is assigned; aligned with the educator’s level of development; and contains: a) clearly defined professional learning goals that specify measurable improvement in student achievement; b) changes in the educator’s practices resulting from professional learning; and c) an evaluation plan that determines the effectiveness of the professional learning.

1.2. Learning

1.2.1. Learning Communities: The educator participates in collaborative learning communities whose members use a cycle of continuous improvement to achieve goals that align with individual, school, and district goals for student achievement. 1.2.2. Content Focused: Professional learning focuses primarily on developing content knowledge and content-specific research- and/or evidence-based instructional strategies and interventions in the content areas specified in s.1012.98 F.S. and aligned with district and state initiatives. 1.2.3. Learning Strategies: Professional learning uses strategies aligned with the intended goals and objectives; applies knowledge of human learning and change; and includes modeling of research- and/or evidence-based instruction, practice, and classroom-based feedback. 1.2.4. Sustained Professional Learning: Professional learning is sufficiently sustained and rigorous to ensure learning for participants that leads to high- fidelity classroom implementation for student achievement.

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1.2.5. Use of Technology: Technology, including distance learning, supports and enhances professional learning as appropriate and the application and assessment of that learning as appropriate. 1.2.6. Time Resources: Sufficient time within the work day is available and used for professional development. 1.2.7. Coordinated Records: Educators have easy access to up-to-date records of their professional learning.

1.3. Implementing

1.3.1. Implementation of Learning: The educator applies newly acquired professional knowledge, skills, dispositions, and behaviors to improve his or her practice. 1.3.2. Coaching and Mentoring: Skillful coaches, mentors, or others provide sufficient classroom- and school-focused support and assistance to the educator to ensure high-fidelity implementation of professional learning. 1.3.3. Web-based Resources and Assistance: The district provides educators with web-based resources and assistance to support implementation of professional learning.

1.4. Evaluating

1.4.1. Implementing the Plan: The educator and a school administrator conduct an evaluation of the degree of fidelity with which the IPDP was implemented. 1.4.2. Changes in Educator Practice: The educator evaluates the impact of all professional learning on his or her practice through reflection, assessment, collaborative protocols for examining educator practice and work samples, peer visits, and/or professional portfolios. 1.4.3. Changes in Students: The educator determines the degree to which his or her professional learning contributed to student performance gains as measured by classroom assessment data. 1.4.4. Evaluation Methods: The educator uses summative and formative data from state or national standardized student achievement measures, when available, or other measures of student learning and behavior such as district achievement tests, progress monitoring, educator-constructed tests, action research results, discipline referrals, and/or portfolios of student work to assess the impact of professional learning. 1.4.5. Use of Results: The educator uses the results of the IPDP evaluation as part of a continuous improvement process to develop the following year’s IPDP, and to revise professional learning goals based on student performance results and documented teaching practice.

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2. SCHOOLLEVEL

2.1. Planning 2.1.1. School Needs Assessment: At least annually the school identifies professional learning needs through a classroom-by-classroom analysis of disaggregated student achievement data by content and skill areas, subgroups needing special assistance, and other school data. 2.1.2. Reviewing Professional Development Plans: The school administrator meets with individual educators to review the IPDP and identify additional individual professional learning needs based on performance appraisal data and priorities for students, grade levels, school, content areas, or the whole school. 2.1.3. Reviewing Annual Performance Appraisal Data: The school administrator uses information from annual performance appraisals of educators to identify professional learning needs for individuals, teams, or whole-school faculty. 2.1.4. Generating a School-wide Professional Development Plan: As part of the School Improvement Plan and in collaboration with the district’s Professional Development System, the school administrator and School Advisory Council generate a school-wide Professional Development Plan that includes research- and/or evidence-based professional development aligned to identified classroom- level needs for student achievement, responds to educators’ level of development, and specifies how the plan will be evaluated. 2.1.5. Individual Leadership Development Plan: School administrators create and implement Individual Leadership Development Plans that are based on school and classroom disaggregated student achievement and behavior data and the needs of student groups not making AYP, and contain clearly defined professional learning goals that specify measurable improvement in student performance, improvements in teacher effectiveness, changes in administrator practices resulting from professional learning, and an evaluation plan that determines the effectiveness of the Individual Leadership Development Plan.

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2.2. Learning2.2.1. Learning Communities: School-based professional learning occurs in collaborative teams of adults whose goals are aligned with the team members’ IPDPs and the school and district goals for student achievement. 2.2.2. Content Focused: Professional learning focuses primarily on developing content knowledge and content-specific research- and/or evidence-based instructional strategies and interventions in the content areas specified in s.1012.98 F.S. and aligned with district and state initiatives. 2.2.3. Learning Strategies: Professional learning uses strategies aligned with the intended goals and objectives; applies knowledge of human learning and change; and includes modeling of research- and/or evidence-based instruction, practice, and classroom-based feedback. 2.2.4. Sustained Professional Learning: Professional learning is sufficiently sustained and rigorous to ensure learning for participants that leads to high- fidelity classroom implementation for student achievement. 2.2.5. Use of Technology: Technology, including distance learning, supports and enhances professional learning as appropriate and the application and assessment of that learning as appropriate. 2.2.6. Time Resources: Sufficient time within the work day is available and used for professional development. 2.2.7. Coordinated Records. School administrators regularly generate and review reports on faculty participation in professional learning.

2.3. Implementing

2.3.1. Implementation of Learning: The school provides follow-up support to facilitate implementation of professional learning in the workplace. 2.3.2. Coaching and Mentoring: The school provides mentoring and/or coaching for all educators to ensure high-fidelity classroom implementation of professional learning, with the assistance continuing as needed until educators implement the learning with comfort and accuracy. 2.3.3. Web-based Resources and Assistance: The school supports the implementation of professional learning through school and district web-based resources and facilitates educator awareness of and access to district web-based resources.

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2.4. Evaluating2.4.1. Implementing the Plan: At least annually the school conducts an evaluation of the degree of fidelity with which the school’s Professional Development Plan is implemented. 2.4.2. Changes in Educator Practice: The school conducts an evaluation of the Professional Development Plan to assess its impact on educator practices at the classroom and/or school level. 2.4.3. Changes in Students: The school conducts an evaluation of the Professional Development Plan to assess its impact on student performance. 2.4.4. Evaluation Measures: Schools use summative and formative data from state or national standardized student achievement measures, when available, or other measures of student learning and behavior such as district achievement tests, progress monitoring, educator-constructed tests, action research results, discipline referrals, and/or portfolios of student work to assess the impact of professional learning. 2.4.5. Use of Results: School administrators and the School Advisory Council review school-level evaluation data as part of the needs assessment process for the subsequent school year’s professional development planning in order to eliminate ineffective programs and strategies and to expand effective ones.

3. DISTRICTLEVEL3.1. Planning

3.1.1. District Needs Assessment: At least annually the district identifies professional learning needs through a school-by-school analysis of disaggregated student achievement by content area and skills, behavioral data, and other district data. 3.1.2. Generating a District-wide Professional Development System: Based on identified professional learning needs, the district generates a district-wide Professional Development System that is research- and/or evidence-based, specifies how the plan will be evaluated, and aligns with the Florida Protocol Standards, identified student and educator learning needs, educators’ level of development, School Improvement Plans, Comprehensive K-12 Reading Plans, Title I Plan, annual performance appraisal data, discipline data, school environment surveys, assessments of parental satisfaction, other performance indicators, and the district strategic plan. 3.1.3. Research/Evidence Basis: The district’s professional learning is based on research- and/or evidence-based instructional and intervention strategies proven to increase student achievement. 3.1.4. Content Standards for Student Outcomes: The district’s professional learning supports implementing state-adopted content standards for student outcomes.

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3.1.5. Integration of Initiatives: Professional learning supports educators in integrating and using federal, state, and district initiatives in content, instruction, and intervention strategies to increase student achievement. 3.1.6. Leadership Development: The district plans, implements, and continuously improves a state-approved, competency-based system of professional learning that develops, maintains, and improves the leadership competencies and skills of employees as instructional leaders. 3.1.7. Non-instructional Staff: The district plans, delivers, supports, and evaluates professional learning for non-instructional staff to enhance job performance according to the Florida Protocol Standards. 3.1.8. Professional Learning Facilitators: The district’s system of professional learning includes dissemination of the Florida Protocol System to all staff who plan and facilitate professional learning.

3.2. Learning

3.2.1. Learning Communities: The district supports and encourages professional learning in collaborative teams of educators. 3.2.2. Content Focused: Professional learning focuses primarily on developing content knowledge and content-specific research- and/or evidence-based instructional strategies and interventions in the content areas specified in s.1012.98 F.S. and aligned with district and state initiatives. 3.2.3. Learning Strategies: Professional learning uses strategies aligned with the intended goals and objectives; applies knowledge of human learning and change; and includes modeling of research- and/or evidence-based instruction, practice, and classroom-based feedback. 3.2.4. Sustained Professional Learning: Professional learning is sufficiently sustained and rigorous to ensure learning for participants that leads to high- fidelity classroom implementation for student achievement. 3.2.5. Use of Technology: Technology, including distance learning, supports and enhances professional learning as appropriate and the application and assessment of that learning as appropriate. 3.2.6. Time Resources: Sufficient time within the work day is available and used for professional development. 3.2.7. Coordinated Records: The district maintains up-to-date, easily accessible records on all professional learning that provide data for certification and inservice points for all staff. 3.2.8. District Support: The district recognizes and supports professional learning as a key strategy for improving teaching quality and student learning. 3.2.9. Learning Organization: The district fosters and develops the maximum potential of all employees through professional learning.

3.3. Implementing3.3.1. Implementation of Learning: The district provides a follow-up support system to facilitate implementation of professional learning in the workplace.

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3.3.2. Coaching and Mentoring: The district provides mentoring and/or coaching for all educators to ensure high-fidelity classroom implementation of professional learning, with the assistance continuing as needed until educators implement the learning with comfort and accuracy. 3.3.3. Web-based Resources and Assistance: The district supports the implementation of professional learning through district and school web-based resources and facilitates educator awareness of and access to district web-based resources.

3.4. Evaluating3.4.1. Implementing the System: The district conducts an ongoing formal evaluation of the degree of fidelity with which the district’s Professional Development System is implemented. 3.4.2. Implementation of Learning: The district evaluates at least 10% of the district-level professional learning to assess the level of high-fidelity implementation in the work place. 3.4.3. Changes in Students: The district assesses the impact of professional learning on student performance. 3.4.4. Evaluation Measures: The district uses summative and formative data from state or national standardized student achievement measures, when available, or other measures of student learning and behavior such as district achievement tests, progress monitoring, educator-constructed tests, action research results, discipline referrals, and/or portfolios of student work to assess the impact of professional learning. 3.4.5. Use of Results: The district reviews district- and school-level evaluation data as part of the needs assessment process for the subsequent school year’s professional development planning in order to eliminate ineffective programs and strategies and to expand effective ones. 3.4.6. Fiscal Resources: The district documents that sufficient fiscal resources are used to support professional learning that aligns with school and district goals. 3.4.7. Student Gains: The district demonstrates an overall increase in student achievement as measured by the Florida Department of Education’s district accountability system.

C. Nationally Recognized Guidelines

The National Association for Gifted Children (NAGC) provides a framework of minimum standards that school districts may follow in developing their gifted programs. Standards are provided in the areas of: Program Design, Program Administration and Management, Socio-Emotional Guidance and Counseling, Student Identification, Curriculum and Instruction, Professional Development and Standards, and Program Evaluation.

IV. Instructional Design and Delivery:

A. Instructional Strands: There are five instructional strands included in the District Alternative Program for Add-On Certification: Gifted Endorsement. These strands

have been developed to ensure that teachers meet the competencies required for teaching in Florida’s gifted programs, and to support quality training on a statewide basis.

Component Number

Inservice Points

Component Title

1106003 60 Nature and Needs of Students Who Are Gifted

1106004 60 Curriculum Development for Students Who Are Gifted

1106005 60 Guidance and Counseling for the Gifted

1106006 60 Education of Special Populations of Gifted Students

11006007 60 Theory and Development of Creativity

Total: 300

1

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B. Training Components

HIGH QUALITY MIP (HQMIP) COMPONENT

1. IDENTIFICATION: Basic elements that distinguish each component within the district’s plan

• TITLE: Gifted Endorsement: Nature and Needs of Students Who Are Gifted

• COMPONENT NUMBER: 1106003

Function: 1 (1 digit code)

Focus Area: 106 (3 digit code)

Local Sequence Number(s): 003 (3 digit code)

• POINTS TO BE EARNED: 60

2. DESCRIPTION:

Participants will demonstrate knowledge of skills in the identification of the nature and needs

of gifted students to include student characteristics, cognitive, social and emotional needs,

history, and current research, and identification and placement.

3. LINK(s) TO PRIORITY INITIATIVES: identify the alignment of the targeted professional learning with

key district

Priorities

(select all that

apply)

X Academic content standards for student achievement

☐Assessment and tracking student progress

☐Collegial learning practices

☐Continuous Improvement practices

☐Digital Learning/Technology Infusion

☐Evaluation system indicators/rubrics/components

X Instructional design and lesson planning

☐Instructional leadership (as per FPLS standards)

X Learning environment (as per FEAPS standards)

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☐Mastery of a specific instructional practice:

☐Mastery of a specific leadership practice:

☐Multi‐tiered System of Supports (MTSS)

☐Needs Assessments/Problem Solving supporting improvement planning (SIP, IPDP, DP)

☐Non‐Classroom Instructional staff proficiencies supporting student success

☐Organizational leadership proficiencies (as per FPLS)

☐Professional and ethical behavior

☐Regulatory or compliance requirements

☐Other:

(This list may be edited to focus on issues that are district priorities.)

4. FLORIDA PD PROTOCOL STANDARDS SUPPORTED BY THIS COMPONENT: identify any Florida

Protocol Standards supported by this component (select all that apply)

Educator School District

Planning

Learning 1.2.2 2.2.3 3.2.3

Implementing 1.3.1 2.3.2 3.3.1

Evaluating 1.4.2 2.4.2 3.4.2

☐: Check here if not significantly related to any Protocol Standard

5. IMPACT AREA(S): While the component number code for “Focus Area” identifies the program the

component will support, this HQMIP element addresses the “impact” the component is to have on the

participants. Select the intended impact area(s) from the choices below. (Note that Impact Evaluation

Procedures (HQMIP element #8) ‐ used in this component should reflect the level(s) of impact selected

below. Select all that apply)

X Study leading to deep understanding of the practice(s), standard(s), and/or process(es)

targeted

X Repetitive practice leading to changes in proficiency of educator or leader on the job

X Tracking improvements in student learning growth supported by the professional learning

6. SPECIFIC LEARNER OUTCOMES: identify the priority study and/or on‐the‐job implementation outcomes. This section guides development of the implementation agreements.

26

1. Identify and describe cognitive and affective behaviors, which lead to referrals to screening

and testing for giftedness.

2. Identify characteristics of giftedness and discuss the needs and problems associated with these

characteristics.

3. Identify the role that creative thinking/process/products play in the identification of

giftedness.

4. Demonstrate awareness of how factors wuch as family dynamics, culture, integration of self

and education influence the development of giftedness.

5. Develop an awareness of existence of special populations.

6. Demonstrate knowledge of normal and advanced (typical and

atypical) child development.

7. Illustrate the relationship between high academic achievement

and giftedness.

8. Demonstrate understanding of the difference potential vs. perfomance as it relates to giftedness.

9. Compare and contrast the theories of intelligence that pertain to gifted education.

10. Identify the incidence of identified gifted students at the local, state, and national levels.

11. Discuss how the prevalence of gifted students varies based on various definitions of

giftedness in terms of culture, socioeconomic level, location, and other factors.

12. Identify emerging national and state trends in the identification of students who may be gifted.

13. Describe traditional/alternative assessment instruments/techniques used to screen and

identify students who are gifted.

14. Discuss the advantages and disadvantages of these instruments/techniques.

15. Explain the referral and identification process in your district.

16. Consider the roles of students, parents, and school personnel.

17. Define the criteria for gifted eligibility and placement. 18. Discuss the advantages and disadvantages of labeling gifted students.

19. Discuss the relationship between gifted programming and identification criteria.

20. Describe how gifted services differ from general education services with regard to

curriculum, instruction, assessment, conceptual orientation,grouping, and

environment.

21. Describe different types of service delivery models for gifted programs.

22. Discuss the relationship of the level of need to placement in

a continuum of services.

23. Describe how gifted education is organized at the state and

local levels.

24. Identify the social and emotional needs of gifted students and discuss their implications in determining services.

25. Discuss the positive and negative perceptions of various stakeholders regarding gifted education and compare to the perspectives presented in the federal report, “National Excellence: A Case for Developing America’s Talent”.

26. Describe the characteristics of of an effective teacher of gifted students.

27

27. Demonstrate knowledge of the changing nature of state and national definition of gifted.

28. Identify the laws that directly impact gifted students and programs in Florida, including the

relationship between ESE and gifted programs.

29. Demonstrate understanding of major historical and contemporary trends that

influence gifted education.

30. Identify and interpret current research findings and recommendations that impact

gifted education, e.g. NAGC Program Standards. http://www.nagc.org/webprek12.htm

31. Exhibit an understanding of the procedural safeguards for students who are gifted. 32. Discuss the role of the parent, teacher, and student in the advocacy process.

33. Discuss the need for and benefits of parent involvement in the delivery of program services.

7. LEARNING PROCEDURES (Methods):

• WHAT will occur during this professional development

component delivery:

Participants will engage in a study of how to identify and meet the unique needs of gifted learners.

The areas of study include gifted student characteristics, cognitive, social and emotional needs,

history, and current research, and identification and placement

• HOW will the experiences be provided to participants during this delivery:

Independent Study, facilitated group discussions and projects, individual presentations

• KEY ISSUES to be included in participant implementation agreements (should support the

specific learner outcomes identified above):

Regular participation in class group discussions, commitment to engage in the learning activities

identified by learning objectives, commitment to provide and receive feedback regarding

implementation of new learning, commitment to completing and reflecting on teaching

performance and student performance as a result of applying new learning.

8. IMPLEMENTATION/MONITORING PROCEDURES:

Presented facilitator instruction, collaborative discussions and structured coaching support will enable participants to receive on‐going feedback regarding implementation efforts. Participants will individually and collaboratively develop and review information related to content key objectives by creating products that demonstrate understandings. School administrators, school‐level instructional coaches and district resource teachers will routinely provide support and resources to assist participants with new learning implementation of learning. Participants will meet elements of their individual implementation agreement.

9. IMPACT EVALUATION PROCEDURES:

What methods will be used to evaluate the impact of the component on the targeted Impact Areas

28

and Targeted Learner Outcomes?

Participants will use multiple measures to determine changes in professional practice (instructional

and attitudes) and student performance (student expectations and curriculum modifications) as a

result of implementation of the practices learned in this course. These measures will include

documentation of changes in instructional practices related to gifted instructional shifts, gifted

curriculum modifications, and changes in student attitudes and academic performance as documented

on the results of school/teacher‐ constructed student growth measures, school and classroom climate

surveys, student portfolios and lesson plans.

Who will use the evaluation impact data gathered?

The impact data will be reviewed by school level administration to ensure the gifted population is

maintaining continued expected academic growth. The data will also be reviewed by the district level

gifted specialist to monitor the effectiveness of targeted professional development for the gifted

population.

10. PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS:

Describe what will be done with the data obtained through the evaluation processes.

What other forms of evaluation data will be gathered:

a. What evaluation data addresses value of the PD design?

b. What evaluation data addresses quality of implementation the PD?

c. Who will use these aspects of PD evaluation data?

Using the results of the analysis of gifted student academic and behavioral assessment data, school

level administrator input and periodic surveys that are sent out to gifted endorsed teachers

additional targeted professional development and monitoring relating to gifted education will be

offered to teachers in order to address needs.

District record keeping data related to development of this component

Date approved: 9/16/14 Department: Elementary Curriculum/Professional Development Name(s) of Component Author(s): Tracey Merritt, Janice Franceschi, Carl Watson, John Pagnotti

29



• TITLE: Gifted Endorsement: Curriculum Development for Students Who Are Gifted






2. DESCRIPTION:

Participants will demonstrate knowledge and skills in curriculum and instructional strategies for

teaching students who are gifted to include modification of curriculum content, instructional

process, student’s products, and learning environment.


key district

Priorities

(select all that

apply)










30









☐Other:





Planning

Learning 1.2.2 2.2.3 3.2.3


Evaluating 1.4.2 2.4.2 3.4.2


Note: Identifying the protocol focus and areas of responsibility (educator, school, or district) supports

notifications to appropriate parties about monitoring/supporting implementation need for successful

completion of learning targets in the component.



participants. Select the intended impact area(s) from the choices below. (Note that Impact

Evaluation Procedures (HQMIP element #8) ‐ used in this component should reflect the level(s) of

impact selected below. Select all that apply)

31


targeted




1. Justify the need to differentiate or adapt instruction to respond to the needs of the

gifted learner.

2. Demonstrate understanding of the terminology used in the development of

curriculum for the gifted.

3. Demonstrate knowledge of the role of current state standards of the general

education curriculum and the implications for the education of gifted students.

4. Demonstrate knowledge of the principals of

differentiation for gifted learners.

5. Demonstrate the ability to evaluate models for

teaching gifted curriculum.

6. Develop an understanding of the issues of equity and excellence as they relate to gifted.

7. Demonstrate knowledge of effective instructional strategies and the role of the teacher in

implementation of the strategies.

8. Demonstrate the ability to identify gifted curriculum and appropriate instructional strategies. 9. Demonstrate the ability to develop a unit of instruction aligning curricular components,

including objectives, introduction, teaching strategies, learning activities, products, resources,

and assessments, to meet the cognitive and affective needs of the gifted.

10. Demonstrate the ability to match instructional strategies and materials to individual

needs of learners.

11. Demonstrate awareness and knowledge of appropriate resources and materials for

developing curriculum and facilitating learning for students who are gifted.

12. Demonstrate knowledge of a continuum of services to support the needs and interests of gifted students.

13. Demonstrate the ability to identify student outcomes, evaluate student progress, and develop an appropriate educational plan (EP).

14. Demonstrate the ability to communicate effectively and work in partnerships with

students, families, and school personnel in the interests of gifted students.

15. Demonstrate skills for incorporating educational technology in

the learning experiences.

16. Demonstrate the ability to select and write appropriate student

outcomes.

17. Demonstrate use of a data‐based evaluation system for monitoring student progress and for

program evaluation.

32

18. Demonstrate the ability to communicate results of students’ progress and program

effectiveness to students, parents, and school officials.

19. Demonstrate the ability to organize the learning space to offer individual, small‐group and

large‐group contexts for learning.

20. Demonstrate the ability to effectively manage the classroom.

7. LEARNING PROCEDURES (Methods): Provide specific answers to the following:


component delivery:

Participants will demonstrate knowledge and skills in curriculum and instructional strategies for

teaching students who are gifted to include modifications of curriculum content, instructional

process, student’s products, and learning environment.

• HOW will the experiences be provided to participants during this delivery: Independent Study, facilitated group discussions and projects, individual presentations



Regular participation in class group discussions, commitment to engage in the learning activities identified by learning objectives, commitment to provide and receive feedback regarding implementation of new learning, commitment to completing and reflecting on teaching performance and student performance as a result of applying new learning.


Presented facilitator instruction, collaborative discussions and structured coaching support will enable participants to receive on‐going feedback regarding implementation efforts. Participants will individually and collaboratively develop and review information related to content key objectives by creating products that demonstrate understandings. In particular, participants will create conceptual based interdisciplinary units as a culminating project to use with gifted students. School administrators, school‐level instructional coaches and district resource teachers will routinely provide support and resources to assist participants with new learning implementation of learning. Participants will meet elements of their individual implementation agreement.




Participants will use multiple measures to determine changes in professional practice (instructional and attitudes) and student performance (student expectations and curriculum modifications) as a result of implementation of the practices learned in this course. These measures will include documentation of changes in instructional practices related to gifted instructional shifts, gifted curriculum modifications, and changes in student attitudes and academic performance as documented on the results of school/teacher‐ constructed student growth measures, school and classroom climate surveys, student

33

portfolios and lesson plans.





population.












Date approved: 9/16/14

Department: Elementary Curriculum/Professional Development

Name(s) of Component Author(s): Tracey Merritt, Janice Franceschi, Carl Watson, John Pagnotti

34



• TITLE: Gifted Endorsement: Guidance and Counseling for the Gifted






2. DESCRIPTION:

Participants will demonstrate knowledge and skills in counseling gifted students to include

motivation, self‐ image, intra and interpersonal skills, career options, social and emotional needs and

communication strategies for the teacher.


key district

Priorities

(select all that

apply)











35








☐Other:





Planning

Learning 1.2.2 2.2.3 3.2.3


Evaluating 1.4.2 2.4.2 3.4.2








targeted




36

1. Identify common attitudes, biases, and preconceived expectations held about gifted children by

teachers, parents, age‐related peers, and throughout American Society.

2. Identify multiple ways attitudes and myths affect the everyday lives of gifted children, and impact

educational services available to them.

3. Identify at least five current definitions of giftedness. Note the impact each definition has in school,

home, and society at large.

4. Attain a developmental understanding of gifted individuals across the life span from infancy to

adulthood incorporating a holistic perspective.

5. Describe how the interaction between the environment and innate capabilities affects productivity throughout life.

6. Understand the inner experience of children who are gifted.

7. Become familiar with Dabrowski’s Theory of Positive Disintegration and the importance of

Developmental Potential and over‐excitabilities.

8. Become cognizant of personality variables that affect the social and emotional wellbeing of gifted

children.

9. Understand strengths and vulnerabilities of a gifted individual that originates from within the self.

10. Understand vulnerabilities that are due to another’s reaction to giftedness.

11. Understand vulnerabilities that are due to a specific circumstance.

12. Realize that, by definition, a person who has an I.Q. four or more standard deviations above the

norm will have greater difficulty finding peers and will be misunderstood by others.

13. Recognize that a person with an I.Q. four or more standard deviations above the norm is as

holistically different from the norm as a person with an I.Q. four or more standard deviations below the

norm is holistically different from the norm.

14. Understand that any grouping of traits for profoundly gifted individuals is merely for convenience

of presentation.

15. Describe the different social and emotional needs of gifted students from special populations. Include gender, ethnicity and culture, socio‐economic status, twice exceptional, and under‐achieving students.

16. Realize the need for additional or different assessment tools to identify special population students.

17. Learn how to recognize, understand, and support gifted children with multiple differences.

18. Identify risk factors and resiliency as related to students who are gifted.

37

19. Enumerate what you can do as a teacher to help students at risk.

20. List symptoms in children and adults of addiction and physical or sexual abuse.

21. Read Templeton National Report on Acceleration: A nation deceived: How schools hold back

America’s brightest students.

22. Understand two categories of acceleration—grade based and subject based and list 18 acceleration

options.

23. Recognize home‐schooling as a positive option for some gifted students and families.

24. Be aware of myths, fears, and expectations of teachers and administrators that hold back students

and the research that responds to these concerns.

25. Understand the need for supportive services for gifted individuals due to the complexity and

sensitivity of their nature.

26. Recognize that a counselor, therapist or psychologist must be amply educated in the gifted field so

not to misdiagnose common characteristics of gifted individuals as pathology.

27. Realize counseling provides empathy and partnership in times of need.

28. Identify activities and resources to assist K‐12 students who are gifted in planning for further

education, career, or life choices.

29. Recognize that guidance and career counseling support gifted individuals in decision making for

positive life choices.

30. Help students develop social skills and inspire leadership.

31. Support gifted children’s experience of global interconnectedness and personal responsibility to take action.

32. Realize that a primary need in life is to belong.

33. Help gifted children to understand that their profound sensitivity and empathy can be channeled to

help humankind.

34. Recognize that perceptivity, empathy, ethics, values, integrity, and leadership are related.

35. Acquire and refine the knowledge and skills needed to advocate for gifted learners.

36. Identify how parent, teacher, and educational advocates can positively affect gifted services and

programming.

37. Identify advocacy issues, needs, resources, educational laws, skills, and strategies.

38. Support the necessity of self‐advocacy by gifted students.

38

39. Understand that gifted children naturally have unique needs that parents are challenged to address

daily.

40. Recognize that parents of gifted children need guidance and support to respond suitably to

additional needs and demands.

41. Realize that parents of gifted children may experience isolation from other parents due to others’

lack of understanding; societal expectation and myths; jealousy; competition,; and lack of acceptance

that gifted children have special needs.

42. Understand the significance of a quote from Mr. Rogers: “The best thing parents can do for their

children is listen to them.”

43. Understand distinguishing characteristics of emotional giftedness.

44. Become aware of characteristics of spiritual giftedness displayed in children.

45. Realize a person can be emotionally or spiritually gifted and not intellectually gifted, or

intellectually gifted and not emotionally or spiritually gifted.



component delivery:

Participants will demonstrate knowledge and skills in guidance and counseling of students who are

gifted to include motivation, self‐image, intra and interpersonal skills, career options, emotional

and social needs, and communication strategies for teacher.

• HOW will the experiences be provided to participants during this delivery: Independent Study, facilitated group discussions and projects, individual presentations








Presented facilitator instruction, collaborative discussions and structured coaching support will

enable participants to receive on‐going feedback regarding implementation efforts. Participants

will individually and collaboratively develop and review information related to content key

objectives by creating products that demonstrate understandings. In particular, participants will

39

create a plan to assist gifted students in dealing with negative social and emotional issues they may

encounter. School administrators, school‐level instructional coaches and district resource teachers

will routinely provide support and resources to assist participants with new learning

implementation of learning. Participants will meet elements of their individual implementation

agreement.




Participants will use multiple measures to determine changes in professional practice (instructional and attitudes) and student performance (student expectations and curriculum modifications) as a result of implementation of the practices learned in this course. These measures will include documentation of changes in instructional practices related to gifted instructional shifts, gifted curriculum modifications, and changes in student attitudes and academic performance as documented on the results of school/teacher‐ constructed student growth measures, school and classroom climate surveys, student portfolios and lesson plans.





population.













Department: Elementary Curriculum/Professional Development Name(s) of Component Author(s): Tracey Merritt, Janice Franceschi, Carl Watson, John Pagnotti

40


1. IDENTIFICATION:

• TITLE: Gifted Endorsement: Education of Special Populations of Gifted Students






2. DESCRIPTION:

Participants will demonstrate knowledge and skills in educating special populations of gifted students.

These student populations include minorities, underachievers, students who are gifted and disabled,

experientially disadvantaged and highly gifted.


key district

Priorities

(select all that

apply)











41








☐Other:





Planning

Learning 1.2.2 2.2.3 3.2.3


Evaluating 1.4.2 2.4.2 3.4.2


5. IMPACT AREA(S): ( Select all that apply)


targeted




1. Examine the nature of giftedness in relation to multicultural principles and underserved populations.

2. Acquire knowledge of diversity focus of national standards in gifted education.

42

3. Justify the need to modify and differentiate the curriculum in terms of the needs of these special

populations.

4. Examine personal cultural competencies.

5. Within the broad spectrum of giftedness in the general population, identify sub‐groups and

underserved populations.

6. Understand the learning needs and challenges of diverse types of gifted students.

7. Identify the unique needs of gifted girls, culturally diverse, rural, disabled, underachieving, highly

gifted, young students, and disadvantaged gifted.

8. Examine challenges of finding gifted students from underserved populations.

9. Justify the need to modify and differentiate the curriculum in terms of the needs of these special

populations.

10.Demonstrate knowledge of Plan B State Board of Education Rules, 6A‐6.03019, Special Instructional

Programs for Students Who are Gifted.

11.Demonstrate knowledge of alternate assessments and non‐traditional screening and evaluation

appropriate for use with students from special populations.

12.Match appropriate screening and identification procedures with the needs of the special populations.

13.Understand the impact of global diversity issues in education of gifted students from diverse ethnic

perspectives.

14. Examine the rights and perspectives of diverse ethnic religions of gifted students and first

amendment issues.

15. Identify the characteristics of specific ethnic groups of gifted students.

16. Develop an awareness of and demonstrate teaching strategies for addressing the needs of specific

ethnic groups.

17. Understand the characteristics and needs of linguistic minority gifted students.

18. Appreciate and incorporate the cultural and linguistic perspectives of gifted students who are bilingual or multilingual into curriculum.

19. Examine policies and procedures for working with gifted LEP (Limited English Proficient) or ELL

(English Language Learners) students.

20. Examine ways to identify high potential linguistic minority students.

21. Identify strategies to effectively work with linguistically diverse gifted students and those who are

classified as LEP or as ELL students.

43

22. Examine the impact of cultural, ethical, and educational norms and expectations on underachievement in gifted students.

23. Understand the individual characteristics, attitudes, and circumstances that can affect the

achievement of the gifted student from diverse populations.

24. Explore ways to identify gifted students from special populations who are unsuccessful in school,

examine the characteristics and needs of these students, and identify strategies to assist these students.

25. Clarify and define diverse types of twice‐exceptional gifted students.

26. Demonstrate knowledge, characteristics, and needs of students who are both gifted and hearing

impaired/deaf, visually impaired/blind, and orthopedically disabled.

27. Identify the reasons that gifted students with disabilities are underrepresented in gifted programs.

28. Discuss strategies and programming needs for gifted students who are twiceexceptional.

29. Identify and describe ADD and ADHD and identify the differences and similarities between

ADD/ADHD and giftedness.

30. Identify Asperger’s syndrome, its occurrence in gifted students, and examine the characteristics and

needs of these students.

31. Discuss classroom strategies for creating a classroom supportive of gifted students with

behavioral/emotional disorders.

32. Define the different types of gifted learning disabled students and describe procedures for

identifying a gifted learning disabled student.

33. Understand program designs and identify and plan instructional strategies for teachers of gifted

learning disabled students.

34. Identify and describe low socio‐economic status populations that are underserved.

35. Examine the nature of giftedness as masked by socioeconomic and educational disadvantages.

36. Identify inhibiting socioeconomic factors that have prevented services for low income gifted children

who have had inadequate learning opportunities.

37. Identify key research on identification of disadvantaged gifted students from underserved

populations.

38. Examine alternative, contextual or process oriented forms of assessment as promising ways to identify low income gifted students.

39. Examine methods and strategies that challenge the unique needs of disadvantaged gifted children.

40. Research promising programs and services for poor gifted children that would accommodate their

unique needs for skill‐development, exposure to relevant experiences, mentoring opportunities, and

44

access to resources in the community.

41. Identify and describe the impact of non‐traditional experiences, values, and cultural expectations on

the development and educational experiences of gifted students.

42. Identify the unique characteristics and needs of, identify strategies for stimulating personal growth

of, and identify community support systems for gifted students

from diverse family structures.

43. Examine concepts of age‐appropriate development in relation to concepts of giftedness.

44. Understand the needs and characteristics of very young gifted students.

45. Examine ways to identify very young gifted students in early childhood education and support their

educational and personal needs.

46. Understand the needs and characteristics of highly gifted students.

47. Identify problems and challenges and present options for developing skills in highly gifted students.

48.Examine exemplary practices and programs for meeting the needs of the highly gifted student.

49. Examine gender stereotyping and prejudice that impacts gifted girls, boys; and lesbian, gay, bisexual, transgender students.

50. Examine the impact of culture and ethnicity on gender expectations for gifted students from

minority groups.

51. Demonstrate knowledge of how gender issues can affect achievement and aspirations of gifted

students and explore the contribution of mentorship to their education.

52. Identify and describe criteria of effective programs.

53. Examine theories of giftedness in the socio‐cultural perspective in relation to goals for gifted

programs.

54. Identify instructional methods that accommodate the needs of special populations.

55. Identify key research on programs for special populations.

56. Communicate and consult with school personnel to evaluate effectiveness of programs in local

schools/districts.


• WHAT will occur during this professional development component delivery:

Participants will demonstrate knowledge and skills in educating special populations for gifted students,

including student characteristics and programmatic adaptions of students who are minorities,

45

underachievers, students who are gifted and disabled, experientially disadvantaged and highly gifted.

• HOW will the experiences be provided to participants during this delivery:

Independent Study, facilitated group discussions and projects, role playing scenarios, individual

presentations

• KEY ISSUES to be included in participant implementation agreements (should support

the specific learner outcomes identified above):





1 Implementation agreements define what participant’s will do in the follow‐up portion of the component (implementation). They can be district determined and part of the component or developed by participants and component providers.


Presented facilitator instruction, collaborative discussions and structured coaching support will enable participants to receive on‐going feedback regarding implementation efforts. Participants will individually and collaboratively develop and review information related to content key objectives by creating products that demonstrate understandings. In particular, participants will complete an in‐depth case study of an underachieving gifted student. School administrators, school‐level instructional coaches and district resource teachers will routinely provide support and resources to assist participants with new learning implementation of learning. Participants will meet elements of their individual implementation agreement.









population.

46

Note: This HQMIP element is focused on impact. HQMIP element 10 addresses

evaluation of PD design and implementation.







Using the results of the analysis of gifted student academic and behavioral assessment data, school level administrator input and periodic surveys that are sent out to gifted endorsed teachers additional targeted professional development and monitoring relating to gifted education will be offered to teachers in order to address needs.





47



• TITLE: Gifted Endorsement: Theory and Development of Creativity





• POINTS TO BE EARNED: 60 number/range of points to be earned for component

2. DESCRIPTION:

Participants will demonstrate knowledge and skills in the theory and development of creativity.

Participants will understand the elements of creativity such as fluency, flexibility, originality and

elaboration.


key district

Priorities

(select all that

apply)











48








☐Other:





Planning

Learning 1.2.2 2.2.3 3.2.3


Evaluating 1.4.2 2.4.2 3.4.2








targeted




1. Identify the role that creativity plays in personal development.

49

2. Describe the impact of creativity on personal growth and self‐actualization.

3. Identify the elements of creativity.

4. State several definitions of creativity and compare and contrast these definitions.

5. Identify contemporary and historical examples of people who have demonstrated

creativity in various domains and cultural settings.

6. Identify myths and misunderstandings associated with creativity.


8. Identify specific personal, socio‐cultural and educational experiences and opportunities that facilitate/inhibit the development of creativity.

9. Examine and analyze the dynamics of individual creativity and collaborative

creativity.

10. Demonstrate an understanding of the elements of creative thinking (e.g., fluency,

flexibility, originality, and elaboration).

11. Identify critical points in the development of human creativity from early childhood

through adulthood.

12. Identify controversies concerning the nature of creativity to understand why a

universally accepted definition of creativity has not been attained.

13. Identify cognitive and personal characteristics associated with creativity across cultures and throughout time.

14. Recognize how culture, economics, environment, and time impact the expression

of creativity.

15. Understand the role of assessment in determining creativity and the use of tests

and inventories.

16. Describe, compare, and evaluate different instruments for measuring creativity.

17. Identify ways to establish a classroom environment that fosters the development

and expression of creativity.

18. Consider role of emotion, physical aspects, exploration/discovery,

experimentation, unpredictability, and ambiguity in creativity.

19. Analyze the creative learning environment from 3 perspectives: personal, sociocultural, and educational.

20. Describe the importance, implications, and benefits of creative thinking for

students in today’s schools and society.

50

21. Examine organizational and managerial structures and practices that

facilitate/inhibit the development and expression of creativity.

22. Discuss the nature of innovation and the process of change relative to creative outcomes.

23. Identify examples of how creative thinking can be used to address problems in

society.

24. Identify tools for generating ideas and focusing thought with overview of relevant

programs.

25. Identify programs or curricula that can serve as initiatives for fostering creativity

(Odyssey of the Mind, Future Problem Solving, Invent America, Artifacts Box,

mentoring, SCAMPER).

26. Demonstrate an understanding of the process of invention and identify the steps

of moving from an idea through the patent process.

27. Using the identified characteristics of the creative individual, plan appropriate teaching strategies and groupings that support the development and expression of abilities.

28. Explore and analyze the ethical issues surrounding creativity.

29. Discuss the value of creativity in an era of educational accountability.

30. Examine the role of self‐assessment, including portfolio development, in the

evaluation of creative processes and products.

31. Describe characteristics and appropriate criteria used to assess creative outcomes

and products.

32. Develop plans to integrate creativity within and across the content areas focusing on process and product.

33. Design and implement a personal plan for establishing a classroom environment to

nurture and develop creativity.

34. Create pathways/opportunities for developing individual student creativity

(mentorship, community resources, contests, clubs, special lessons/classes, dual

enrollment, distance learning).



component delivery:

Participants will demonstrate knowledge and skills in theory and development of creativity to

include elements of creativity such as fluency, flexibility, originality, and elaboration.

51

• HOW will the experiences be provided to participants

during this delivery:

Independent Study, facilitated group discussions and projects, role playing scenarios, individual presentations

• KEY ISSUES to be included in participant implementation agreements (should support

the specific learner outcomes identified above):



Presented facilitator instruction, collaborative discussions and structured coaching support will enable

participants to receive on‐going feedback regarding implementation efforts. Participants will

individually and collaboratively develop and review information related to content key objectives by

creating products that demonstrate understandings. In particular, participants will participate in

planning for creativity training activities to be implemented into the gifted classroom. School

administrators, school‐level instructional coaches and district resource teachers will routinely provide

support and resources to assist participants with new learning implementation of learning.

Participants will meet elements of their individual implementation agreement.

9. IMPACT EVALUATION PROCEDURES: describe the processes that will be used to determine

the impact of the component on areas identified in previous section titled “Impact Areas” and

priority issues from “Specific Learner Outcomes” section. This description should include

specific evaluation of impact decisions for each impact area identified for this component and

the priority Specific Learner Outcomes. Text here should include procedures consistent with the

code choice for staff development data base element 215246. (Evaluation Method Staff) and, if

relevant, data base element 215248 (Evaluation Method Student






52



population.








level administrator input and periodic surveys that are sent out to gifted endorsed teachers additional

targeted professional development and monitoring relating to gifted education will be offered to

teachers in order to address needs.





C. Matrix

Competency Number

Component Number

Specific ObjectiveNumber

Method of Competency Demonstration

1 1106003 1 12 232 13 24 3 14 25 4 15 26 5 16 27 6 17 28 7 18 29 8 19 30 9 20 10 21 11 22

The participants will demonstrate mastery at or above an80% level for Competency 1 through multiple activities which may include:

• Post-test (1-30) • Informal Group Assessment (1, 2, 6, 7, 8, 9, 10,

11, 12, 24, 25, 26, 27) • Discussion (3, 4, 5, 13, 14, 15, 16, 17, 18, 19,

20, 21, 22) • Case Study (21, 23, 29, 30)

2 1106004 1 112 12 3 13 4 14 5 15 6 16 7 17 8 18 9 19 10 20


• Post-test (1, 5, 6, 8, 12, 14) • Informal Group Assessment (2, 9, 15, 17) • Discussion (7, 10, 18, 19, 20) • Product (3, 16) • Lesson Plans (4, 11, 13)

3 1106005 1 72 8 3 9 4 10 5 11 6 12

13


• Post-test (1-13) • Informal Group Assessment (3, 5, 8, 9, 13) • Discussion (2, 4, 6, 7) • Case Study (10, 11, 12)

4 1106006 1 through 56


• Post-test (1-56) • Informal Group Assessment (1, 6, 8, 15, 18, 19,

21, 26, 27, 29, 36, 37, 41, 42, 45, • Discussion (2, 4, 5, 7, 9, 10, 11, 13, 14, 16, 17,

20, 22, 24, 25, 28, 30, 31, 32, 34, 35, 38, 39, 40, 43, 44, 46, 47, 48, 49, 50, 51, 55, 56)

• Product (3, 12, 23, 33, 52, 53, 54) 5 1106007 1 through 32 The participants will demonstrate mastery at or above an

80% level for Competency 5 through multiple activities which may include:

• Post-test (1 - 32) • Informal Group Assessment (4, 5, 8, 9, 11, 16,

17, 18, 19, 20, 21, 25, 26, 30) • Discussion (1, 2, 12, 13, 22, 23, 24, 28, 29, 31) • Product (3, 10, 27, 32)

25

26

D. Instructors

Instructors/facilitators are gifted endorsed teachers employed or contracted by the School District of Osceola County, persons contracted by an institution of higher education, and/or highly qualified staff members or other instructors approved by the district. An instructor must have completed the five required courses for the gifted endorsement, should have a minimum of three years successful experience as a gifted instructor, must have successful experience as a district trainer, and must have a recommendation from his or her principal.

V. Completion Requirements

A. Program Completion

Satisfactory completion of individual components for add-on certification purposes may be demonstrated through the following:

• Instructor’s verification of successful demonstration of all applicable competencies and products within the component

• Verification of successful demonstration of all applicable competencies within the component by means of approved Master Inservice Plan from another district where the component is part of an approved Gifted Endorsement Program

• Official transcript from a college or university documenting successful completion of a course where the catalog description establishes a reasonable equivalence to the District Component.

B. Competency Demonstration

Participants attempting to add the Gifted Endorsement to their Florida Educator’s Certificates must earn a minimum of 300 Inservice points by successfully completing the prescribed set of Inservice components including the demonstration of all competencies required for the endorsement or through documented equivalent means. In general, competency demonstration will be done through projects, products, tests, classroom demonstrations, and/or portfolios; however, procedures for evaluation of competency achievement within components will vary depending on the nature of the competency. These variations are outlined in the Competency Demonstration Matrix. Although conventional written tests may be used for assessing knowledge and understanding of concepts, participants are expected to build a portfolio and maintain a learning log throughout the training program. Inservice training credits for those completing the add-on program will be awarded on the basis of a candidate’s successful completion of the components’ direct instruction and follow-up activities.

27

C. Competency Verification

Verification of competencies other than through the procedures stated above is not an option for the gifted endorsement program. Certificates will be issued to successful completers as a record of competency completion.

VI. Program Evaluation

The program will be evaluated by using participant assessment, training component assessment, and program assessment techniques.

A. Evaluation Plan

• Individual participants will be evaluated on the basis of competency acquisition as verified by the instructor in accordance with the approved competency demonstration methods and criteria. (In accordance with district Inservice requirements, any participant who wishes to receive Inservice points must demonstrate increased competency on at least 80% of the specific objectives using pre- and post-tests or other valid measures).

B. Annual Review

• Each training component will be evaluated by participants utilizing district staff development program procedures.

• The program will be assessed by participants, instructors, staff development personnel, district exceptional student education administrative and supervisory staff to determine program effectiveness, program efficiency in terms of management, operation, delivery, and cost effectiveness.

VII. Program Management

Overall management of this alternative endorsement program is the responsibility of the assigned district staff development add-on program coordinator or designee. This individual will have responsibility for the provision of training within the District Master Inservice Plan framework, and for program oversight to ensure compliance with state standards for operation of add-on endorsement programs. This responsibility will be carried out in coordination with appropriate district certification personnel, as well as exceptional education administrative and supervisory personnel, and program instructors.

28

VIII. Candidate Application/Admission

• Admission to the alternative program for the purpose of add-on endorsement is

limited to individuals who hold a valid Florida Temporary or Professional Educator’s Certificate, issued on the basis of a bachelor’s or higher degree, in an academic area.

• Priority consideration for admission to the program will be given to individuals

currently teaching and assigned out-of-field in the area of Gifted Education. Other admission of teachers seeking renewal of certification or professional development or of individuals not currently teaching will be granted at the discretion of the district on a space-available basis.

IX. Advisement

Continuing advisement will be provided by the appropriate district office personnel on matters related to certification add-on offerings, training requirements, and progress toward completion of the Gifted Endorsement Program.

X. Attendance

Attendance of 90% is mandatory. Up to 10% of class meetings may be missed if excused absence class hours are satisfied through a schedule approved by the instructor.

XI. Transfer and Utilization of Credit (college or Inservice)

Equivalent or higher content level college credit from a regionally accredited institution of higher education may be used to satisfy component requirements. College course(s) are converted to Inservice points with each semester credit hour equivalent to 20 inservice points. An official college transcript must be requested by the participant and forwarded to the office of Human Resources and a copy sent to the Directors of ESE and Student Services and the Director of Professional Development.

Inservice credit earned in other school districts may be applied to the gifted endorsement program provided that (1) the component is of equivalent or higher content level, and (2) the component was earned as part of an approved Add-on Certification Program for Gifted Education. Participants must request an official Inservice Transfer Record be sent from the previous employer to Professional Development.

29

XII. Certification of Completion

Upon completion of all program requirements, each participant will work with the District Add-On Program Coordinator to verify completion of all requirements for adding the gifted endorsement to a certificate (See Appendix A).

APPENDIX A GIFTED EDUCATION, K-12 ADD-ON ENDORSEMENT

PROFESSIONAL DEVELOPMENT VERIFICATION

Teacher Name ID Number

Facility Facility Number

Verification of Inservice Courses:

Course Name Completion Date

1. Nature and Needs of the Gifted

2. Guidance and Counseling of Gifted Students

3. Curriculum Development for the Gifted

4. Theory and Development of Creativity

5. Education of Special Populations of Gifted Students

College Course Name University Completion Date

Official Sealed Transcripts for ALL College Courses must be sent to Human Resources

The above named teacher has met all of the requirements under the State approved add-on endorsement for Gifted Education K-12

Director of Professional Development Date

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2015 - 2016 MASTER INSERVICE PLAN ● SLTD Plan Document ●

School Leadership

Training and Development Plan

SLTD Handbook

This document is a description of the selection, development, and assessment process for school-

based administrators in the School District of Osceola County, Florida.

Table of Contents

Introduction 1

Selection 3

Goal 3

Job Descriptions 3

The Assistant Principal Pool 4

Pool Window 4

Entering the Pool 4

Renewing Membership in the Pool 6

Assistant Principal Selection 7

Authority of the Superintendent 9

School Principal Preparation Program 9

Entrance into the Program 9

Completion of the Program 9

The Principal Pool 10

Pool Window 10

Entering the Pool 10

Renewing Membership in the Pool 12

Principal Selection 13

Change of Status Charter School 14

The School Board 16

Feedback 15

Authority of the Superintendent 16

Development of Instructional Leadership 17

Goal 17

Need for Educational Leaders 17

Establishing the SLTD File 18

2

Establishing the Developmental Direction 18

Administrative Inservice Opportunities 18

Marzano’s The Art and Science of Teaching/ Domains 1-4 Overview 19

Opportunities Beyond the School Principal Preparation Program 19

School Principal Preparation Program (SPP) 20

Goal 20

Program Objectives 20

Key Role Definitions 24

Overview of the Program 24

Entry into the Program 25

Leadership Support Team 26

The Deliberate Practice Growth Target Plan 32

On-the-Job and Shadowing/ Field Experiences 32

Florida Leadership Standards Examples 34

Performing Monitoring and Assessment 34

District Administrative Assessments 35

Intern Principal 35

Program Evaluation and Improvement 36

Assessment 38

Purpose 38

Comprehensive Assessment of Administrative Performance 38

Areas of Assessment 39

Evaluation Focus / Goal Setting 39

Principal Assessment 39

Collection of Data 43

Review of Portfolio 43

Assistant Principal Assessment 44

Collection of Data 45

Review of Portfolio 43

Training 46

Process 47

Adaptation for District-Based Administrators to participate in 48

Preparing New Principals Program

3

Appendix Title

Appendix A Position Descriptions

Appendix B Florida Principal Leadership Standards

Appendix C Administrative Pool Entry

Appendix D Administrative Pool Renewal

Appendix E Administrative Advertisement

Appendix F School-Based Administrative Positions, Needs Projections

Appendix G SPP Matrix of Professional Development

Appendix H W. C. Golden Florida School Leaders: Prior Learning Inventory

Appendix I Letter to Stakeholders for Survey of Assistant Principal from

Developing Principal, Survey of Assistant Principal

Appendix J PNP Principal Survey (Supervising Principal feedback to

Developing Principal), Developing Principal Self-Assessment

Summary

Appendix K Accelerated School Administrator Program (ASAP)

School Principal Preparation (SPP) Program Participant

Educational Leadership Assessment

Appendix L Assessment and Goals Defined: PNP Binder Document,

Assessment Flow Chart, Osceola School Leaders Assessment

(OSLA)

Appendix M Deliberate Practice Growth Target Forms

Appendix N Leadership Support Team Documentation

Appendix O Administrative Assessment Forms, School Data Review Form

Appendix P Field Experience Reflection Form

Appendix Q Job Shadowing and Field Experiences Form,

On the Job and Field Experiences Reflections and Feedback

Appendix R STAR Elements, Rating Guide, Principal Leadership Standards

Behavioral Example

Appendix S SPP Completion Checklist (Standards Documentation)

Appendix T School Leadership Training and Development Committee;

Standards Matrix for On the Job, Behavioral Examples,

Field Experience and Shadowing

Appendix U PNP Program Staff Qualifications,

Certification of PNP Program Staff

1

Introduction

The Osceola County School District’s School Leadership Training and Development

(SLTD) Plan is a comprehensive system for administrators including the following components:

recruitment, screening, selection, appointment, training, development, and performance

appraisal. The Plan was developed to meet the requirements of legislative action outlined in

Florida Statute section 1012.986, which established the School Leadership Programs under the

William Cecil Golden Program, and also the Protocol Standards and Evidence: Leadership

Development Checklist.

There is an underlying belief that serves as the foundation of the SLTD Plan: effective

and efficient management of schools is important in meeting the challenges of educating

students. School-based and district-level administrators work side by side to achieve the goal of

educating students. There is also a belief that individuals with a unique blend of skills,

experiences, and academic backgrounds will need to be selected, trained, and supported to serve

in the role of educational leaders.

Consistent with past practices involving state required programs, the Superintendent of

Schools and the School Board of Osceola County are committed to a planned program of

excellence in preparing new principals and in supporting all administrators. We recognize that a

successful program involves the talents of a host of professional participants, including assistant

principals, principals, district staff, and consultants.

Osceola County’s Plan is coordinated by the Professional Development Department in

cooperation with a School Leadership Training and Development Committee composed of

representatives from the elementary, middle and high schools, university representatives, and

district staff. In addition, the Superintendent serves in an ad hoc position on the Committee.

To ensure consistency and the full implementation of William Cecil Golden Program

(WCG) guidelines, the SLTD contact will serve as the coordinator of the program and be the

primary person responsible for implementation. The SLTD contact, in conjunction with Human

Resources and Professional Development, will be responsible for scheduling and implementing

training activities. The Plan provides programs for administrators in awareness, development,

on-the-job and shadowing field experiences.

2

Individuals wishing to be considered for the positions of assistant principal or principal

should become familiar with this Plan and the various requirements at the appropriate level.

Individuals who successfully complete the entry process and are admitted to either administrative

pool (assistant principal or principal) are not guaranteed an administrative position.

3

Selection

Goal

The goal of the SLTD Selection Process for the School District of Osceola County, Florida

is to select and place individuals who exhibit the characteristics of high performing school

leaders in positions where students and staff are allowed to grow and develop, and where the

community will be positively impacted.

In accordance with Florida Statute section 1012.986, which established the School

Leadership Programs, the District’s goal is to build the capacity to increase the quality of

programs for preservice education for aspiring principals. SDOC provides an annual

Educational Leadership College Night for teachers, with an opportunity for numerous colleges

and universities to present information on their programs and financial aid to obtain a Masters or

Specialists Degree in Educational Leadership. The Superintendent and other district leaders,

along with several school principals and assistant principals, share their perspective and

encouragement to the participants, and open the floor to questions and answers in order to

identify, support and encourage potential school administrators.

Job Descriptions

District job descriptions for school-based administrators are directly tied to the Florida

Principal Leadership Standards. (Appendix A)

In January 2005, the Florida Department of Education released the Florida Principal

Leadership Standards. These Standards have been incorporated into the revision of the District’s

Plan. In July 2007, the State Board of Education adopted Rule 6A-5.081, Approval of School

Leadership Programs. The School District of Osceola County has designed the School Principal

Preparation (SPP) program in accordance with State Board of Education Rule 6A-5-081 and

section 1012.986, Florida Statutes. Beginning in August 2008, individuals who enrolled in a SPP

program must have met the new requirements specified in rules of the State Board of Education.

In November 2011, the Florida Department of Education again released updated Florida

Principal Leadership Standards. All prospective principal candidates entering the School

Principal Preparation program after July 1, 2012, will be expected to complete their program

under the new Standards. Program extensions granted after July 1, 2012, must also complete the

4

program under the new Florida Principal Leadership Standards and Florida Statute 1012.986.

(Appendix B)

The Assistant Principal Pool

A. Pool Window

1. The Assistant Principal (AP) Pool will accept new members on at least a quarterly

basis.

2. The advertisement of the Pool window is made through a variety of methods.

a. Persons inquiring about assistant principal positions will be directed to a

website with information concerning the requirements for entering the AP Pool,

salary ranges, and the AP Pool qualification process. They will also be

provided with a letter outlining the requirements (Appendix C.)

b. Every administrator in the school district receives the announcement for

public display.

c. Various colleges and universities, including predominantly minority institutions,

job placement services, and school boards throughout the state of Florida and

outside the state are provided the announcement, whenever feasible.

d. The information is also provided on the Professional Development First Class

conference folder – “Prof. Dev.” – a part of the email system for the School

District of Osceola County, Florida.

e. Persons interested in entering or continuing in educational leadership may

schedule a conference with the Senior Manager of School Leadership Training

and Development (SLTD) to explore the opportunities available and their

personal potential for school leadership.

f. The Senior Manager of SLTD is trained to provide constructive feedback

through clinical education training, diverse human resources workshops,

personnel law updates, and training from district leaders.

B. Entering the Pool

1. Those persons interested in entering the Assistant Principal Pool will send to the

Professional Development Department the following information:

A letter of interest in entering the Assistant Principal Pool

A résumé with all educational employment listed with dates of employment

5

Evidence of a minimum of three complete years of successful State-certified

teaching experience, including annual evaluations from their last three years

E-mail address

Online application for employment

A copy of a valid Florida teaching certificate indicating certification in

educational leadership. (For out-of-state candidates: a copy of a valid non-

Florida state teaching certificate and evidence that there is a reasonable

belief that educational leadership certification in Florida will be granted.

This may be accomplished by submitting transcripts to the Osceola District

Certification Department for analysis.); or,

In lieu of the certificate, the candidate may submit a Certificate of Eligibility

or for Florida candidates, a copy of their official transcript and a copy of

their submitted application for certification including evidence of successful

completion of the FELE (Florida Educational Leadership Exam).

A written test, administered at the Professional Development department,

may be required for Pool entry.

Evidence of completion if he/she has successfully completed a District-

approved overview of Domains 1-4 from Marzano’s Art and Science of

Teaching. Candidates who have not completed this training or course are

expected to place a priority on obtaining this training. Information on

resources to meet this requirement will be provided to the applicant.

2. This information will be screened by the Senior Manager of SLTD to determine

eligibility to enter the Assistant Principal Pool. Applicants who do not meet

minimum qualifications are advised regarding those qualifications they do not meet.

3. Membership in the Assistant Principal Pool shall be for three years from the

date of entry. A candidate whose certificate expires during the three-year tenure

must provide a current certificate and an updated application packet to remain in the

Pool. Membership is contingent upon current certification.

4. Membership to the Pool constitutes no guarantee of employment, and merely

indicates that the candidate has met the minimum requirements for the appropriate

Pool-level position.

5. It shall be the responsibility of the candidate to become familiar with the rules and

regulations dealing with the membership of the Pool and the application process.

6

6. Candidate resumes must include dates of employment and all educational positions

held. Failure to provide accurate information on resumes shall constitute immediate

removal from the Pool.

7. All vacancy advertising shall be conducted electronically. In an age of technology

and the need for technical competency, it is expected that candidates have

technological literacy. Advertisements shall be sent to all eligible Pool members

via an email document. One copy of each advertisement shall also be

transmitted to principals or each school department head.

8. It is recommended that candidates who are unsuccessful for more than three

interview attempts as a finalist schedule a career counseling session with the

appropriate Assistant Superintendent. The purpose of this session shall be to

ascertain possible resume, letter, interviewing, or experience problems which may

be a hurdle to the candidate’s success in the application process.

C. Renewing Membership in the Pool

1. Pool membership is valid for three years from the date which the candidate

entered the pool.

2. After three years, those persons interested in remaining in the AP Pool will send to

the Professional Development Department a new letter of interest, résumé, current

certificate, and evidence of completion if he/she has successfully completed a

District approved overview of Domains1-4 from Marzano’s Art and Science of

Teaching. Candidates who have not this training or course are expected to place a

priority on obtaining this training. Information on resources to meet this

requirement will be provided to the applicant. (Appendix D)

3. After three years, those persons interested in continuing as members of the

Pool will repeat all of the steps identified as initial application and screening

procedures.

4. Candidates who are renewed are given an additional three year membership

in the Assistant Principal Pool. A candidate may renew membership one time

following their initial entry into the Pool. Additional renewals require that the

candidate schedule a career counseling session with the Director of Professional

Development or his/her designee. In the absence of such a session, the candidate

will not be permitted to reenter the pool for three years from the expiration date of

their Pool membership. As part of the career counseling, the candidate may be

asked to complete additional professional development or gain additional

experience or skills to be renewed.

7

5. An individual who receives a position as an assistant principal remains a part of

the Assistant Principal Pool, and is not required to renew his or her membership

in the Pool.

6. An individual who leaves a position of assistant principal will remain in

the Assistant Principal Pool for three years from the date he or she left the

position, unless he or she becomes a principal or the separation of employment was

the result of termination. Principals are considered members in both

the Principal and the Assistant Principal Pools. An assistant principal who

becomes a district level administrator will remain in the Assistant Principal Pool.

D. Assistant Principal Selection

1. The Superintendent reserves the right to transfer an existing qualified administrator

into a position at any time during the selection process.

2. The Superintendent reserves the right to extend the advertisement, re-advertise, or

cancel the advertisement as needed to provide for the best possible interests of the

District.

3. When a vacancy for assistant principal occurs, the Professional Development

Department will serve as the facilitator for the selection process.

4. For all vacant school-based administrative positions, the Professional

Development Department will advertise the position within the ranks of current

qualified administrative personnel concurrently with the open advertisement for a

period of ten (10) days. An announcement of the vacancy will be sent to current

administrators eligible for lateral transfer to the vacant position. To be consistent

with past practice, a lateral transfer would be defined as follows:

Assistant Principal to Assistant Principal (any level- Elem., MS, HS)

Principal to Principal (any level)

Coordinator to Assistant Principal (with appropriate certification only –

candidate must hold Educational Leadership certification or the equivalent)

Director, Executive Director, Assistant Superintendent to Principal (with

appropriate certification only – to be eligible, the candidate must hold

“School Principal” certification.)

Announcement of vacancies will only be sent to personnel eligible for transfer.

5. Open Advertisement

a. The advertisement of the vacancy will be distributed to each member of the

Assistant Principal Pool, the Principal Pool, and all current administrators via an

email document.

8

b. The advertisement will be posted for ten (10) working days. The

Superintendent reserves the right to amend the advertisement period as s/he

deems appropriate for any or all positions. (Appendix E)

c. Those persons interested in applying for the position will send to the


(1) A letter of interest in the position,

(2) An updated resumé, and

(3) A current professional teaching certificate.

6. Candidate Narrowing

The District Leadership Team will review applications, resumés, and letters of

interest and hold preliminary interviews of the candidates. The Team will be

charged with the responsibility of narrowing the qualified applicants to a field of

three to five candidates to be interviewed by the Superintendent and/or his

designee(s) using available application data.

7. Interview

a. The individuals submitted to the Superintendent will be interviewed by

the Superintendent and/or his designee, and the appropriate Assistant

Superintendents for the school level in which the vacancy has occurred. Where

appropriate, the Superintendent may elect for individuals who do not know the

candidates to be a part of the interview team.

b. When requested, interview questions will be developed by the Professional

Development Department which will elicit the level of accomplishment of the

Florida Principal Leadership Standards. The questions will be the same for each

candidate, behaviorally based, and rated using the STAR Targeted Selection

system.

c. The Florida Principal Leadership Standards expected of Interns, Assistant

Principals, and Principals are as follows: Standard 1: Student Learning Results Standard 2: Student Learning as a Priority

Standard 3: Instructional Plan Implementation Standard 4: Faculty Development Standard 5: Learning Environment Standard 6: Decision Making Standard 7: Leadership Development Standard 8: School Management Standard 9: Communication Standard 10: Professional and Ethical Behaviors

9

8. Selection

a. The Superintendent will use the letters of interest, résumés, and the personal

interviews to determine the candidate best suited for the position.

b. The Superintendent will then make his or her recommendation for appointment

to the School Board.

c. Accepted and non-accepted candidates are notified of the final recommendation.

E. Authority of the Superintendent

The Superintendent has the authority to make decisions relative to the placement of

candidates into the Administrative Pool and to administrative positions in order to act in

the best interest of the District, a school, or children.

School Principal Preparation Program

A. Entrance into the Program

1. The School District of Osceola County’s School Principal Preparation Program

(referred to here as SPP Program) is the Preparing New Principals Program, known

as the PNP. After the one-year anniversary of the appointment to the position of

assistant principal, the assistant principal is invited to apply for admission into the

School Principal Preparation Program. This is done by submitting a letter of interest

to the Senior Manager of SLTD in Professional Development.

2. Participation in the School Principal Preparation Program is offered to principal

candidates who have successfully demonstrated leadership potential in the Florida

Principal Leadership Standards as evidenced by the district Administrative

Performance Accountability System. The SPP program is designed to assist in the

development of the Florida Principal Leadership Standards and competencies.

B. Completion of the Program

1. The School Principal Preparation Program is a two-year program.

2. After successful demonstration of the Florida Principal Leadership Standards, the

developing principal will be given a Statement of Candidate’s Completion and

Eligibility which he or she can use to request Level II (School Principal)

certification from the State Department of Education.

3. The candidate may be granted substantial completion status after one year and may

then be considered for the position of a school principal in the capacity as

intern principal. (See The Intern Principal)

10

4. Upon successful completion of the School Principal Preparation program, the

developing principal will be admitted to the Principal Pool.

5. A copy of the Florida teaching certificate indicating Principal certification must

be forwarded to Professional Development as soon as it is received by the Principal

Pool member.

6. If it is necessary to extend the two-year program, the candidate and his or her

supervising principal must request, in writing, the extension. The request will be

considered by the SLTD Steering Committee which will either grant an

extension or remove the candidate from the program. The length of the

extension may be for only one year and is non-renewable.

The Principal Pool

A. Pool Window

1. The Principal Pool will accept new members on at least a quarterly basis.

2. The advertisement of the Pool is made through a variety of methods.

a. Persons inquiring about principal positions will be directed to a website with

information concerning the requirements for entering the Pool, salary ranges,

and the Pool qualification process.

b. Various colleges and universities, job placement services, and school boards

throughout the state of Florida and outside are provided information

concerning the Pool on a regular basis.

c. Various colleges and universities, including predominantly minority

institutions, job placement services, and school boards throughout the

state of Florida and outside are provided the announcement, if feasible.

d. The information is also provided on the Professional Development First Class

conference folder “Prof. Dev.”, which is a part of the email system for the

School District of Osceola County, Florida.

e. Advertisements are placed in Education Today as needed.

B. Entering the Pool

1. An individual may become a member of the Principal Pool by completing the

School Principal Preparation Program under the direction of the School District of

Osceola County. He or she will automatically be placed in the Principal Pool.

2. Other persons interested in entering the Principal Pool will send to the


11

a. A letter of interest in entering the Principal Pool;

b. A résumé with all educational employment listed with dates of employment;

c. Evidence of a minimum of three complete years of successful state-

certified administrative experience as an assistant principal or principal;

including the last three year’s annual evaluations;

d. Email address; and,

e. A copy of a valid Florida teaching certificate indicating certification

as a School Principal. For out-of-state candidates: a copy of a valid non-

Florida state teaching certificate indicating equivalent administrative coverage

and evidence of at least one year of successful experience as a school

principal at a public school. Principals selected from this category will be placed

in a modified School Principal Preparation program and must serve as “Interim

Principal” until School Principal certification is granted by the state. Or,

f. For current or former public Charter School principals: a copy of a valid Florida

state teaching certificate indicating Educational Leadership or Educational

Administration and evidence of at least one year of successful experience as a

public Charter School principal in Florida. Principals selected from this

category will be placed in a modified School Principal Preparation Program and

must serve as “Interim Principal” until School Principal certification is granted

by the state. Or,

g. A copy of a Florida Department of Education “Statement of Eligibility” which

indicates that the applicant may be certified as “School Principal” pending

the appointment to a position. For in-state applicants, a copy of a Florida

teaching certificate showing “School Principal” must be submitted within

six months of the date the application was made. If this is not forthcoming

within the six months, the applicant will be removed from the Principal

Pool.

h. Evidence of completion if he/she has successfully completed a District- approved

overview of Domains 1-4 from Marzano’s Art and Science of Teaching.

Candidates who have not completed this training or course are expected to

place a priority on obtaining this training. Information on resources to meet this

requirement will be provided to the applicant.

3. This information will be screened by the Senior Manager of SLTD to determine

eligibility to enter the Principal Pool.

4. Membership in the Principal Pool shall be for five years from the date of

entry or renewal in the Pool.

12

C. Renewing Membership in the Pool

1. The candidate will remain in the Principal Pool for five years from the

date of entry into the Pool or from the anniversary date upon renewal. (Appendix D)

2. Those persons interested in remaining in the Principal Pool will send to the


(a) A letter of interest in remaining in the Pool;

(b) An updated résumé;

(c) A current certificate;

(d) Evidence that a minimum of one hundred (100) hours of leadership

or management training has been accomplished during the five years of

Pool membership; and,

(e) Documented leadership experiences during the five years of

Pool membership.

(f) Evidence of certification that he/she has successfully completed a District-

approved overview of Domain 1 from Marzano’s Art and Science of Teaching.

Candidates who have not completed this training or course are expected to

place a priority on obtaining this training. Information on resources to meet this

requirement will be provided to the applicant. (Appendix D)

3. This information will be reviewed by the SLTD Committee to determine the future

status of the candidate.

4. In the event an applicant is not renewed for Principal Pool membership, the

committee will provide reasons for the nonrenewal.

5. A non-renewed candidate may reapply for membership in the Principal Pool

one year from the time of nonrenewal.

6. Candidates who are renewed are given an additional five years in the Principal

Pool and may request renewal as many times as they choose.

7. An individual who receives a position as a principal remains a part of the

Principal Pool and is not required to renew his or her membership in the Pool.

8. An individual who leaves a position of principal will remain in the Principal

Pool for five years from the date he or she left the position.

9. A principal who becomes a district-level administrator will remain in the

Principal Pool.

13

D. Principal Selection

1. The Superintendent reserves the right to transfer an existing qualified administrator

into a position at any time during the selection process.

2. The Superintendent reserves the right to extend the advertisement, re-advertise, or

cancel the advertisement as needed to provide for the best possible interests of the

District.

3. When a vacancy occurs, the Professional Development will serve as the facilitator

for the selection process.

4. For all vacant school-based administrative positions, the Professional Development

Department will advertise the position within the ranks of current qualified

administrative personnel concurrently with the open advertisement for a period of

ten (10) working days. An announcement of the vacancy will be sent to current

administrators eligible for lateral transfer to the vacant position. A lateral transfer

would be defined as follows:

Assistant Principal to Assistant Principal (any level - Elem., MS, HS)

Principal to Principal (any level)

Coordinator to Assistant Principal (with appropriate certification only –

candidate must hold Educational Leadership certification or the equivalent)

Director, Executive Director, Assistant Superintendent to Principal (with

appropriate certification only – to be eligible, the candidate must hold

“School Principal” certification.)

Announcement of vacancies will only be sent to personnel eligible for transfer.

5. Open Advertisement

a. The advertisement of the vacancy will be distributed to each member of the

Principal Pool and all current principals via an email document.

b. The advertisement will be posted for ten (10) working days. The

Superintendent reserves the right to amend the advertisement for a period which

he deems appropriate for any and all administrative positions. (Appendix E)

c. Those persons interested in applying for the position will send to the


(1) a letter of interest in the position;

(2) an updated résumé; and,

(3) a current certificate.

6. Candidate Narrowing

The District Leadership Team will review applications, résumés, and letters of

interest. The Team will be charged with the responsibility of narrowing the

14

qualified applicants to a field of three to five candidates to be interviewed by the

Superintendent and/or his designee(s) using available application data.

7. Interview

a. The individuals submitted to the Superintendent will be interviewed by

the Superintendent and/or his designee(s). Where appropriate, the

Superintendent may elect for individuals who do not know the candidates

to be a part of the interview team.

b. When requested, interview questions will be developed by the Professional

Development and will elicit the level of accomplishment of the Florida Principal

Leadership Standards. The questions will be the same for each candidate,

behaviorally based, and rated using the STAR Targeted Selection system.

c. The Florida Principal Leadership Standards expected of Principals and Interim

Principals are as follows:

Standard 1: Student Learning Results Standard 2: Student Learning as a Priority Standard 3: Instructional Plan Implementation Standard 4: Faculty Development Standard 5: Learning Environment Standard 6: Decision Making Standard 7: Leadership Development Standard 8: School Management Standard 9: Communication Standard 10: Professional and Ethical Behaviors

8. Selection

a. The Superintendent will use the letters of interest, résumés, and the personal

interviews to determine the candidate best suited for the position.

b. The Superintendent will then make his or her recommendation for appointment

to the School Board.

c. Accepted and non-accepted candidates are notified of the final recommendation.

E. Change of Status - Charter School Leadership Personnel and SLTD

1. Purpose

In light of recent court decisions which prohibit school districts from effectively

limiting the number of charters which may be awarded by the State, and the nature

of business, the district must be prepared with certain assurances and policies with

respect to dissolved charters or a change in management from a private business to

15

the School District of Osceola County, Florida. The purpose of this addendum to

the district’s School Leadership Training and Development Plan is to outline a

process by which the district may proceed with respect to individuals employed by

the Charter in the leadership roles which are regulated by the SLTD process.

2. School Head

The district, at its discretion, may extend employment to the existing school head

(Headmaster, Director, Principal, etc.) provided that such personnel meet the State’s

minimum requirement for certification in Educational Administration or

Educational Leadership. Such personnel that hold a Florida Professional “School

Principal” certification shall be treated, for purposes of SLTD, as any principal new

to the district. School heads who do not hold “School Principal” certification, but

hold a Florida Professional “Educational Leadership” certificate, will be treated as

an “Interim Principal” and will have one (1) year to complete the district’s School

Principal Preparation program. Completion of the program in the one (1) year

period shall be considered to be a condition of employment and failure to do so will

result in termination. Continued employment shall also be contingent upon

satisfactory performance.

3. Additional School Leaders

The district, at its discretion, may extend employment to the existing assistant

leaders (Assistant Headmaster, Assistant Director, Assistant Principal, etc.)

provided that such personnel meet the State’s minimum requirements for

certification in Educational Administration or Educational Leadership. Personnel in

leadership roles within the charter school who do not meet this standard may not be

employed by the district in an administrative position. Where practical and at its

discretion, the district may extend a teacher unit position such as Dean or

Curriculum Resource Teacher. Continued employment shall be dependent upon

performance. Personnel employed in instructional positions are treated like any

person new to the district in terms of eligibility for continuing employment status.

Time earned as an employee of the Charter School shall not be counted as district

experience.

16

4. Salaries

Charter leadership personnel who are absorbed by the district will be paid

consistent to the existing rules and regulations for administrative salaries and

experience determination.

F. The School Board

a. School Board members will be updated no less than once per year on the status

of the SLTD selection process. This will generally take place in the spring.

b. As new persons are named to the School Board (generally in bi-annual elections)

additional training will take place to orient the new members to the SLTD

plan.

G. Feedback

a. Persons interested in entering or continuing in educational leadership may schedule

with the Senior Manager of SLTD and/or the Director of Professional Development

a conference to explore the opportunities available and their personal potential for

school leadership.

b. The Senior Manager of SLTD and the Director of Professional Development are

trained to provide constructive feedback through Clinical Education training,

diverse human resources workshops, and in interpersonal relationships courses.

H. Authority of the Superintendent

The Superintendent has the authority to make decisions relative to the placement of

candidates into the Administrative Pool and to administrative positions in order to act in

the best interest of the district, a school, or children.

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Development of Instructional Leadership

Goal

The mission statement of the School District of Osceola County, Florida is “Education

which inspires all to their highest potential.” We believe that the importance of education

transcends the classroom, and in fact, the education of the workforce outside of the classroom

enhances what takes place in the classroom.

The School District of Osceola County, Florida, believes that instruction can be impacted

through effective leadership from various levels: from teachers, assistant principals, principals,

and from the support staff of the central office. In order to enhance the impact of these

leadership points, a comprehensive program of leadership development is in place to provide

interested professionals the opportunity to improve their knowledge and skills in this area.

We recognize that each potential school leader will be at a different level of leadership

development, and as such a close relationship between the individual, the Professional

Development and the immediate supervisor is necessary in order to provide the necessary growth

opportunities.

The immediate supervisor is notified of the candidate’s desire for development in specific

areas, and their assistance is solicited.

In addition to the extensive offerings within the district, Osceola County regularly sends

administrators to national and statewide conferences to provide additional training opportunities

for leaders and potential leaders. Also, through university partnerships with the University of

Central Florida, Valencia College, Troy University, Nova Southeastern University, National

Louis University, University of Scranton, and Walden University, additional training

opportunities are available to the faculty and staff of Osceola County.

Need for Educational Leaders in Osceola County

The School District of Osceola County, Florida, as of March 2013, had twenty-four

elementary schools, eight middle schools (grades 6 - 8), eight high schools (grades 9 - 12), four

multi-level schools, two virtual schools, one technical education center, and three alternative

sites in operation.

From October of 2011 until March of 2013 (eighteen months), twelve principalships and

twenty-two assistant principalships were filled.

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From a survey completed in April, 2013, of thirty-seven responding principals, three

expected to retire or leave the school district within three years, while three expect to leave the

district or retire in four or five years. Based on the forty-six assistant principals who responded,

six assistant principals expect to retire or leave the school district within three years, and twelve

expect to leave the district or retire in four or five years. (Appendix F)

Given the rapidity in which positions have become vacant, the expected growth in the

number of schools and therefore administrative positions over the next several years, and the

expectation of a number of administrators to retire or leave the school districts, it is incumbent

upon the leadership of the Osceola District Schools to prepare, as quickly as possible, a sizable

cadre of potential principals and assistant principals.

Establishing the SLTD File

As candidates indicate interest in attaining a school leadership position, they are informed

of the necessary documentation. A temporary, pending file is established for the candidate, and

upon receipt in the Professional Development Department of this documentation, the candidate’s

file is converted to an official SLTD file and his or her name is added to the appropriate pool.

The SLTD file contains letters of interest and other correspondence with the Professional

Development Department, a current state teaching certificate, and other development

information.

Establishing the Developmental Direction

As trends in development needs are identified, those candidates outside the School District

of Osceola County, Florida are notified so they too can seek similar development.

Administrative Inservice Opportunities

Each member of a pool who is an employee of Osceola District Schools will be notified

personally of administrative inservice opportunities and will be given preference over non-pool

employees in filling these workshops. Workshops will be offered regularly and will have as the

subject matter managerial topics such as FTE, employee contracts, personnel issues updates, 504,

ESOL, ESE, and Florida Principal Leadership Standards topics to develop specific competencies.

(Appendix M)

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Marzano The Art and Science of Teaching/ Domains 1-4 Overview; Teacher

Observation/Evaluation Summative Training

Each year a District approved summative training course as an overview for Marzano’s The

Art and Science of Teaching. The training will be provided to certify new pool entrants. If

necessary, additional trainings will be provided or arranged to enable new school-based

administrators to begin observations using the Marzano Teacher Observation System as soon as

School Board action is taken on the Superintendent’s recommendation to place them in

administrative positions.

Opportunities Beyond the School Principal Preparation Program

District employees who have completed the School Principal Preparation program may be

given opportunities from time to time to act in the capacity of a substitute school principal at

various school sites as the need arises. These employees are informed of any and all

administrative training opportunities within the district, and are supported as they attend training

sessions outside the district. The SLTD Coordinator is always available to speak with these

candidates concerning progress and concerns.

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School Principal Preparation Program

Goal

The primary goal of the program for preparing new principals in Osceola County is to

provide training designed to develop strong, competent principals who will influence the

improvement of education through excellence in performance and leadership. Successful

completion of this program shall lead to Level II (School Principal) Certification.

The emphasis on the role of the school leader in improving curriculum, instruction and

student achievement is indicated in the SPP Matrix of Professional Development, Appendix G of

the SLTD Plan.

Program Objectives

Upon completion of appropriate activities, the candidate will have demonstrated his or her

mastery of the Florida Principal Leadership Standards (Appendix B) and the following district-

focused competencies:

Domain 1: Student Achievement:

Standard 1: Student Learning Results. Effective school leaders achieve results on the school’s student learning goals.

a. The school’s learning goals are based on the state’s adopted student academic standards and the district’s adopted curricula; and

b. Student learning results are evidenced by the student performance and growth on statewide assessments; district-determined assessments that are implemented by the district under Section 1008.22, F.S.; international assessments; and other indicators of student success adopted by the district and state.

Standard 2: Student Learning as a Priority. Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success. The leader:

a. Enables faculty and staff to work as a system focused on student learning; b. Maintains a school climate that supports student engagement in learning;

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c. Generates high expectations for learning growth by all students; and d. Engages faculty and staff in efforts to close learning performance gaps among student

subgroups within the school.

Domain 2: Instructional Leadership:

Standard 3: Instructional Plan Implementation. Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs and assessments. The leader:

a. Implements the Florida Educator Accomplished Practices as described in Rule 6A-5.065, F.A.C. through a common language of instruction;

b. Engages in data analysis for instructional planning and improvement; c. Communicates the relationships among academic standards, effective instruction, and

student performance; d. Implements the district’s adopted curricula and state’s adopted academic standards in a

manner that is rigorous and culturally relevant to the students and school; and e. Ensures the appropriate use of high quality formative and interim assessments aligned

with the adopted standards and curricula.

Standard 4: Faculty Development. Effective school leaders recruit, retain and develop an effective and diverse faculty and staff. The leader:

a. Generates a focus on student and professional learning in the school that is clearly linked to the system-wide strategic objectives and the school improvement plan;

b. Evaluates, monitors, and provides timely feedback to faculty on the effectiveness of instruction;

c. Employs a faculty with the instructional proficiencies needed for the school population served;

d. Identifies faculty instructional proficiency needs, including standards-based content, research-based pedagogy, data analysis for instructional planning and improvement, and the use of instructional technology;

e. Implements professional learning that enables faculty to deliver culturally relevant and differentiated instruction; and

f. Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year.

Standard 5: Learning Environment. Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population. The leader:

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a. Maintains a safe, respectful and inclusive student-centered learning environment that is focused on equitable opportunities for learning and building a foundation for a fulfilling life in a democratic society and global economy;

b. Recognizes and uses diversity as an asset in the development and implementation of procedures and practices that motivate all students and improve student learning;

c. Promotes school and classroom practices that validate and value similarities and differences among students;

d. Provides recurring monitoring and feedback on the quality of the learning environment; e. Initiates and supports continuous improvement processes focused on the students’

opportunities for success and well-being. f. Engages faculty in recognizing and understanding cultural and developmental issues

related to student learning by identifying and addressing strategies to minimize and/or eliminate achievement gaps.

Domain 3: Organizational Leadership

Standard 6: Decision Making. Effective school leaders employ and monitor a decision-making process that is based on vision, mission and improvement priorities using facts and data. The leader:

a. Gives priority attention to decisions that impact the quality of student learning and teacher proficiency;

b. Uses critical thinking and problem solving techniques to define problems and identify solutions;

c. Evaluates decisions for effectiveness, equity, intended and actual outcome; implements follow-up actions; and revises as needed;

d. Empowers others and distributes leadership when appropriate; and e. Uses effective technology integration to enhance decision making and efficiency

throughout the school.

Standard 7: Leadership Development. Effective school leaders actively cultivate, support, and develop other leaders within the organization. The leader:

a. Identifies and cultivates potential and emerging leaders; b. Provides evidence of delegation and trust in subordinate leaders; c. Plans for succession management in key positions; d. Promotes teacher–leadership functions focused on instructional proficiency and student

learning; and e. Develops sustainable and supportive relationships between school leaders, parents,

community, higher education and business leaders.

Standard 8: School Management. Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment. The leader:

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a. Organizes time, tasks and projects effectively with clear objectives and coherent plans; b. Establishes appropriate deadlines for him/herself and the entire organization; c. Manages schedules, delegates, and allocates resources to promote collegial efforts in

school improvement and faculty development; and d. Is fiscally responsible and maximizes the impact of fiscal resources on instructional

priorities.

Standard 9: Communication. Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community. The leader:

a. Actively listens to and learns from students, staff, parents, and community stakeholders; b. Recognizes individuals for effective performance; c. Communicates student expectations and performance information to students, parents,

and community; d. Maintains high visibility at school and in the community and regularly engages

stakeholders in the work of the school; e. Creates opportunities within the school to engage students, faculty, parents, and

community stakeholders in constructive conversations about important school issues. f. Utilizes appropriate technologies for communication and collaboration; and g. Ensures faculty receives timely information about student learning requirements,

academic standards, and all other local state and federal administrative requirements and decisions.

Domain 4: Professional and Ethical Behavior:

Standard 10: Professional and Ethical Behaviors. Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader. The leader:

a. Adheres to the Code of Ethics and the Principles of Professional Conduct for the Education Profession in Florida, pursuant to Rules 6B-1.001 and 6B-1.006, F.A.C.

b. Demonstrates resiliency by staying focused on the school vision and reacting constructively to the barriers to success that include disagreement and dissent with leadership;

c. Demonstrates a commitment to the success of all students, identifying barriers and their impact on the well-being of the school, families, and local community;

d. Engages in professional learning that improves professional practice in alignment with the needs of the school system; and

e. Demonstrates willingness to admit error and learn from it; f. Demonstrates explicit improvement in specific performance areas based on previous

evaluations and formative feedback.

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Key Role Definitions

New Principal -- A principal with 0 - 3 years of principal experience.

Developing Principal -- A person being prepared for certification as a School

Principal. This person is in the process of completing the School Principal

Preparation program.

SLTD Coordinator -- Person designated by the Superintendent and/or the Director of

Professional Development to manage the planning, staffing, and implementation of the

School Leadership Training and Development program which includes the Leadership

Academy and the School Principal Preparation program.

Leadership Support Team -- A group of educational leaders which meets a

minimum of once per quarter to discuss the developing principal’s program.

It will consist of a Supervising Principal, a Consulting Principal, and the Senior

Manager of SLTD.

Supervising Principal – The Principal of the school to which the Developing Principal is

assigned, who holds a School Principal certificate, and has received a satisfactory or

higher assessment on their most recent assessment will be assigned as a mentor to a

Developing Principal and will regularly interact with the candidate on the job, make

assignments, give feedback, and connect the candidate to needed resources.

Consulting Principal -- A principal or district-level administrator, who holds a School

Principal certificate and has received a satisfactory or higher assessment on their most

recent assessment who assists the Supervising Principal in mentoring the Developing

Principal. In the event the Consulting Principal is not able to fulfill his or her duties for

the entire two years of the program, the Director of Professional Development will fill-

in as the supervising principal.

Overview of the Program

Requirements to enter the program are met:

* Educational Leadership or Administration/Supervision Certification and a

position as an assistant principal, with a minimum of one year of successful

experience and leadership potential; or, a position as an interim principal for one

year.

* District-Level administrative staff who have served as an assistant principal

or principal for a minimum of two years and who also have the appropriate

certification may also participate.

Application approved

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W.C. Golden Prior Learning Inventory (Appendix H)

Input from the school community solicited (Appendix I)

PNP Principal Survey – Supervising Principal feedback to Developing Principal (Appendix

J)

Accelerated School Administrator Program (ASAP) Educational Leadership Assessment

(Appendix K)

Developing Principal Self-Assessment Summary (Appendix J)*

Leadership Support Team appointed

Deliberate Practice Growth Target Plan initiated (Appendix M)

Leadership Support Team meets a minimum of four times per year

District assessments delivered during the period of time the candidate is in the Preparing

New Principal Program will be used in determining completion of the program.

Administrative Candidates whose District Assessment shows the need for improvement

or unsatisfactory performance will be exited from the program. The district believes that

the employee’s first priority is to students and their own job performance.

Final Review for Level II Certification

Level II Certification granted

*See Assessment and Goals Defined- excerpt from PNP Binder Administrative Assessment Flow

Chart, and Osceola School Leaders Assessment (OSLA) in Appendix L, for further information

on administrative assessment related to the PNP Program.

Entry into the Program

An employee may enter the School Principal Preparation program from one of four

positions:

1. Current assistant principals with a minimum of one year of successful experience

(as determined by assessment and calculated from the date of appointment by the

School Board).

2. Non-school based district administrators with a minimum of two complete years of

experience as an assistant principal or principal.

3. Persons hired as principals from outside the state of Florida. (Any person who has

served as a principal in a state other than Florida, who does not already have Principal

Certification on his or her Florida Teaching Certificate, will automatically be enrolled

in the program and must successfully demonstrate performance of the duties of

principalship during the first year of employment as a principal.)

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4. A person appointed to the position of principal under emergency circumstances. (Any

person appointed to a principal vacancy under emergency circumstances will

automatically be enrolled in the program. These persons must successfully demonstrate

performance of the duties of principalship during the first year of employment in this

position.)

To enter the School Principal Preparation program by satisfying either 1 or 2 above,

the candidate must notify the Senior Manager of SLTD in writing of his or her desire to

pursue principal certification. The program will begin when the SLTD Coordinator

receives notification from the eligible candidate of his or her intent to enter the

program. For all candidates that fulfill category 1 above, all programs will begin July

1st of the year following the year the candidate has at least one full year of assistant

principal experience. Candidate cadres will begin once per year for all eligible

participants at the time of program initiation for that year.

Leadership Support Team

The Senior Manager of SLTD will assign a support team for each program participant

which will include the following:

a. A Supervising Principal,

b. A Consulting Principal, and

c. The Senior Manager of SLTD.

To verify Program Staff Qualifications, each member of the Leadership Support Team completes

a summary of educational and administrative experience, and the number of years in each

administrative position. (Appendix U)

Leadership Support Team Responsibilities

The Support Team, under the direction of the Supervising Principal, will meet periodically

to diagnose areas of needed growth and will prescribe experiences to meet those needs. At each

meeting the Deliberate Practice Growth Target Plan will be reviewed, updated, and amended as

needed. The Deliberate Practice Growth Target Plan is to be the guide for the completion of

principal certification. The Leadership Support Team will meet at least four times per year. See

Leadership Support Team documentation form, Appendix N. The Team may provide further

coaching to first year principals who have completed the district SPP program.

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The Senior Manager of SLTD is responsible for:

a. Assisting with training.

b. Designing the program curriculum which is comprehensive of all the duties of the

school principalship.

c. Facilitating the approved selection system.

d. Determining the eligibility of each prospective candidate to the School Principal

Preparation program.

e. Assisting in assigning the support team for each Developing Principal.

f. Providing technical and implementation assistance in the development of the

Deliberate Practice Plan of the Developing Principal.

g. Providing the Supervising Principal with a written list of responsibilities.

h. Providing orientation to all participants, including the building principal, on program

goals and objectives.

i. Coordinating implementation of the Performance Appraisal System for Developing

Principals.

j. Managing funds necessary for the training experiences of Developing Principals.

The Supervising Principal is responsible for:

a. Program knowledge, which includes:

• Awareness and understanding of the ten Florida Principal Leadership Standards,

• School Principal Preparation orientation,

• Coaching/Mentoring/Clinical Supervision,

• Observing performance,

• Providing feedback,

• Documenting achievement, and

• Linking participant needs with training resources.

b. Assisting in the development, monitoring, and modification, if necessary, of the

Developing Principal’s Deliberate Practice Growth Target Plan.

c. Ensuring that the Developing Principal’s curriculum is met.

d. Working with the Senior Manager of SLTD to meet all program objectives.

e. Providing the Developing Principal with opportunities to observe, share responsibility,

and practice the skills and behaviors of a school-based principal.

f. Meeting periodically, but not less than four times per year, with the Developing

Principal and the Leadership Support Team, to assess program accomplishment through

a review of the Deliberate Practice Growth Plan and a review of behavioral examples

used to demonstrate the Florida Principal Leadership Standards.

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g. Certifying that all program requirements have been met by the Developing Principal.

h. Providing further coaching to first year principals who have completed the district SPP

program.

The Consulting Principal is responsible for:

a. Evaluating “On-The-Job Behavioral Examples” relative to Leadership competencies

b. Program knowledge including: • Awareness and understanding of the ten Florida Principal Leadership Standards,

• School Principal Preparation orientation,

• Coaching/Mentoring/Clinical Supervision,

• Providing feedback,

• Documenting achievement, and

• Linking participant needs with training resources.

c. Assisting the Supervising Principal and the Developing Principal in formulating and

fulfilling the professional development plan.

d. Providing additional support and counseling to the Developing Principal.

The Developing Principal is responsible for:

a. Self-Assessment

• Completing a Principal Leadership Standards online self-assessment.

• Sharing the self-assessment results with the support team.

b. Working with the Leadership Support Team to develop, implement, and modify, if

necessary, the Developing Principal’s Deliberate Practice Growth Target Plan.

c. Meeting periodically, but not less than four times per year, with the Leadership Support

Team to assess program accomplishment through a review of the Deliberate Practice

Growth Target Plan and a review of behavioral examples used to demonstrate the

Florida Principal Leadership Standards.

d. Maintaining the portfolio which will contain:

• Evidence of Leadership Support Team meetings;

• The leadership professional development plan and the status of such;

• Shadowing/ field experiences and On-the-Job documentation;

• Principal Leadership Standards Behavioral examples;

• Evidence of leadership training; and,

• Florida Principal Leadership Standards documentation.

e. Completing essential professional development activities successfully as determined by

state statute and Osceola School Board policy.

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Selection of the Supervising Principal

Any principal with “School Principal” certification and a satisfactory or higher rating on

their most recent assessment who has an assistant principal in the School Leadership Training

and Development Program, may be assigned as Supervising Principal.

The Supervising Principal should be expert in the following areas:

• As a teacher/trainer/mentor, capable of transferring the Florida Principal Leadership

standards to the Developing Principal.

• Patience: Be a patient person who is willing to spend extra time creating a

meaningful learning experience for the developing principal.

• Organization: Be a well-organized administrator with direct lines of responsibility

in all areas of the school.

• Community Relationships: Be a person who has developed a strong school-

community relationship.

• Law: Be a person who is knowledgeable of school law, personnel law, School

Board Rules and policies, and administrative procedure.

• The Florida Principal Leadership Standards.

Selection of the Consulting Principal

Any principal or district administrator with “School Principal” certification and a

satisfactory or higher assessment rating on their most recent assessment may be assigned as

supervising principal. Input from the district leadership staff and the SLTD Steering Committee

may be considered for the team assignments.

The Consulting Principal should be expert in the following areas:

• As a teacher/trainer/mentor, capable of transferring the Florida Principal Leadership

Standards to the Developing Principal.

• Patience: Be a patient person who is willing to spend extra time creating a

meaningful learning experience for the developing principal.

• Organization: Be a well-organized administrator with direct lines of responsibility

in all areas of the school.

• Community Relationships: Be a person who has developed a strong school-

community relationship.

• Law: Be a person who is knowledgeable of school law, personnel law, School

Board Rules and policies, and administrative procedure.

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• The Florida Principal Leadership Standards.

Leadership Support Team Meeting Documentation

The strength or weakness, of a mentor-type program such as the School Principal

Preparation Program, is in the rapport, direction, support, guidance, and leadership of the support

team, consisting of two current or former principals and a district-level program facilitator.

Much communication and mentoring will be accomplished over telephone and e-mail lines

between the Developing Principal and the Leadership Support Team. The SPP program,

however, requires that face-to-face meetings be held and documented during the two years of the

program. In order to fully meet the intent of state statute, there will be a minimum of four team

meetings each year, for a total of eight meetings. If, however, team meetings are held at other

times, these meetings are to be documented on the Leadership Support Team Meeting

Documentation form (Appendix N).

The Leadership Support Team meetings allow the members to provide the Developing

Principal with feedback on their field experience reflections and guidance on their progress in

completing the Florida Principal Leadership Standards behavior examples and professional

development goals and strategies. Shadowing/ Field experience and On-the-Job effectiveness

will be recorded on the form by the Developing Principals.

W. C. Golden Program Resources and Online Courses

The Developing Principal will use the W. C. Golden Program resources as a tool for

professional growth. Using the information from the assessment process, including the W. C.

Golden Prior Learning Inventory, two areas most in need of improvement will be identified, and

two W. C. Golden online courses will be taken by the Developing Principal that address each of

the identified area. More online courses may be taken on the recommendation of the Leadership

Support Team, and the Developing Principal is encouraged to take additional courses to take

advantage of this resource.

Monitoring Progress

In November and June of each year, the SLTD Manager will email Leadership Support

Teams that their meeting agendas should include a review of the Developing Principal’s progress

and mastery demonstration for each standard for verification that the system is being used as

described.

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The Deliberate Practice Growth Target Plan

The Deliberate Practice Growth Target plan is a written document that is designed to assist

each developing principal in the acquisition and maintenance of the competencies of high

performing principals. It is not to be a static document, but rather, one that is flexible, able to be

used as a guide for the Leadership Support Team and the Developing Principal in attaining ever

higher levels of competence and performance. For the Developing Principal, the plan will serve

as official documentation of the process for developing the Florida Principal Leadership

Standards.

The design and development of the plan will be written to meet the individual needs of the

Developing Principal based on the strengths and areas of improvement and student achievement

goals. The plan will contain improvement objectives, student achievement goals, recommended

activities for meeting the objectives, projected and actual dates of accomplishment, and the

signatures of those members of the Leadership Support Team who assisted in its development.

The objectives are based on the results of the candidate’s W. C. Golden’s Prior Learning

Inventory, the ASAP Educational Leadership Assessment (Appendix K), the school community

survey (Appendix I), and the Administrative Performance Appraisal instruments with the School

Data Review (Appendix O). Results from the various leadership assessment instruments will

assist participants as they identify areas for their personal professional growth. The professional

development activities are selected from the Matrix of Professional Development (Appendix M)

to meet the individual needs of the Developing Principal. The goals and strategies described in

the professional development plan provide the Developing Principal with numerous

opportunities to engage in on-the-job problem solving activities related to curriculum

improvement and student achievement.

The following are steps for designing, maintaining, and completing the Deliberate Practice

Growth Target Plan:

Initiation of the plan begins with a conference of the Leadership Support Team following

the conclusion of the Developing Principal’s self-assessment, Appendix M.

The conference will identify the strengths and areas in which the Developing

Principal may need assistance or growth.

The customized Deliberate Practice Growth Target Plan will contain a long-range goal,

student achievement goal, professional development objectives to attain the goals, and

strategies to meet the objectives. In addition, dates of conferences are to be noted, the

particular Florida Principal Leadership Standards addressed will be noted, and the

Leadership Support Team members will note acceptance of the plan through their

signatures.

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In subsequent meetings, the plan may, through agreement by all parties, be modified, by

adding or deleting objectives or strategies.

As one long-range goal is accomplished, others may be added to the plan.

At no time during the School Principal Preparation program is a Developing Principal to be

without a current Deliberate Practice Growth Target Plan.

More than one goal for long-range and student achievement may be established.

The plan is to be maintained in the Developing Principal’s portfolio and is to be

reviewed at each Leadership Support Team meeting.

The plan should be based on data and take the form of a negotiated learning

contract.

On the Job and Shadowing/ Field Experiences

A minimum of eight days of shadowing/ field experiences is required for current school

based administrators in areas targeted on the Developing Principal’s Deliberate Practice Growth

Target Plan and beyond his or her current level of employment (i.e. District, Elementary, Middle,

and High). Non-school based administrators will need eighteen days of shadowing/ field

experiences. Shadowing/ field experiences should be coordinated by the Supervising Principal

using the ASAP results document as a guiding element, with input from the Developing

Principal and the Consulting Principal. A day is considered to be six hours. Shadowing/ field

experiences can be divided into half-days of three hours each. Shadowing cannot be performed

at the Developing Principal’s own school. Shadowing/ field experiences include visits to district

departments or other schools as deemed appropriate by the Supervising Principal and the Team.

The Developing Principal must shadow at the school level in at least one other school level that

is different from the Developing Principal’s own school (i.e., elementary candidates should

shadow at a middle or high school at least one full day). In addition, the candidate should

shadow at least two days at the District level.

The Developing Principal will document each shadowing experience by describing the

application, practice and reflection on concept skills based on Florida Principal Leadership

Standards and student achievement improvement goals, as well as the shadowed supervisor’s

years of experience (Appendix Q).

Under the supervision of the Supervising Principal, the candidate will document Field

Experiences which will substantiate appropriate successful experiences including on-the-job

problem solving activities related to curriculum improvement and student achievement. Each

Field Experience should be directly correlated to a specific Florida Principal Leadership

Standard. The Developing Principal will document each Shadowing/ Field Experience by

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describing the application, practice and reflection on concept skills based on Florida Principal

Leadership Standards and student achievement improvement goals.

The reflections of the Shadowing, On-the-Job and Field Experiences will be shared with

program staff to improve the SPP program quality.

In addition to shadowing other administrators, Developing Principal candidates must attend:

1. At least two complete school board meetings;

2. At least two complete bargaining/negotiations sessions;

3. At least one complete cycle of a Professional Learning Community;

4. District Awareness Training;

5. Attend at least two MTSS (Multi-Tiered System of Support) meetings.

6. Attend at least four Preparing New Principal trainings per year,

The Developing Principal should document the above experiences with a brief description of the

event, dates, times and locations and the role, if any that the candidate played in the process.

1. Current assistant principals with a minimum of one year of experience: The

School Principal Preparation program requires a minimum of two years of on-the-job

training (as an assistant principal) with a minimum of eight days of field shadowing

experience.

2. Non school-based district administrators with a minimum of two years of experience as

an assistant principal or principal: The School Principal Preparation program requires a

minimum of two years of on-the-job training (as an assistant principal) with a minimum

of the equivalent of eighteen days of shadowing/ field and on-the-job experience in a

principal role as appropriate for the growth and development of the Developing

Principal. The two years of on-the-job training (as an assistant principal or principal)

must have been met during the five years prior to entry into the School Principal

Preparation program, but the requirement of a minimum of eighteen days or equivalent

time to shadow and gain field experience as a principal must be met during the two

years of the School Principal Preparation program.

3. Persons hired as principals from outside the state of Florida: The individual filling a

principal position in this category is known as an Interim Principal. Since this

individual would be fulfilling the duties of a principal, four days of shadowing

experiences are required in essential departments and schools.

4. A person appointed to the position of principal under emergency circumstances: since

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this individual would be fulfilling the duties of a principal, four days or the equivalent

of related shadowing experiences as appropriate in essential departments and schools

would meet the minimum shadowing requirement.

Florida Principal Leadership Standards Behavior Examples

The Developing Principal will demonstrate his/her understanding and ability to perform

each of the Florida Principal Leadership Standards by describing various behavioral events using

the ST/AR format (Situation or Task, Action, and Result) (Appendix R). The Consulting

Principal will evaluate each of the examples and determine whether or not the developing

principal needs to supply additional examples to demonstrate his or her understanding and ability

to perform each of the Florida Principal Standards, with the focus on student achievement. The

Developing Principal is to document job embedded field experiences using the narrative format

of the ST/AR along with appropriate documentation to support the results.

Each standard may be satisfied by using two significant behavioral examples. This

example would be an out-of-the-ordinary example -- a significant response to a challenging

problem or issue which the Consulting Principal assessed as a 4 or 5 rating.

Each standard may be satisfied by completing four examples, as long as they are at an

acceptable Targeted Selection level -- generally rated as 3. The Consulting Principal must

require up to four examples if none of them are significant examples. The rule would be to do

examples until two significant behavioral examples are demonstrated or until four acceptable

behavioral examples are demonstrated, whichever comes first.

The spirit of the requirement is to demonstrate the Florida Principal Leadership Standards,

and the Supervising Principal must be satisfied that the Developing Principal can adequately

demonstrate each standard. All participants in the School District of Osceola County’s SPP

program will be required to successfully complete professional development components to

satisfy the ten Florida Principal Leadership Standards. The documentation within the ST/ARs

and Professional Development Plan provide the aspiring principal with numerous opportunities

to engage in on-the-job problem solving activities related to curriculum improvement and student

achievement.

Performance Monitoring and Assessment

The Leadership Support Team meetings will serve as a venue for the Supervising Principal

to monitor the candidate’s progress through his or her preparation program. Mastery of program

competencies are documented and assessed with the successful completion of the program

portfolio containing the leadership assessments, Principal Leadership Standards behavior

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examples, professional development plans, annual evaluations, leadership inservice training, job

shadowing/ field experiences, On-the-Job experiences and Leadership Support Team

documentation. The candidate’s annual performance assessment conducted by his/her principal

through the School District of Osceola County’s Administrative Performance Accountability

System will serve as a mid-term monitoring indicator. If a candidate falls behind in the program,

the Leadership Support Team will assist with the necessary resources, such as mentoring

sessions with the WCG professional partner, to help the Developing Principal get back on track.

The School Leadership Training and Development Committee (Appendix T), composed

of school district staff and higher education institutions, meets to develop district-focused

competencies for the Florida Principal Leadership Standards and to collaborate on the

development of the School Principal Preparation program. The committee will meet at least

annually to review completed program portfolios and determine successful completion of the

SPP program. After submitting a program portfolio documenting the Developing Principal’s

mastery of program competencies, the superintendent will sign the Statement of Candidate’s

Completion of Eligibility. The signed Completion of Eligibility form is mailed to the Department

of Education (DOE). The candidate is notified and eligible to request Level II – School Principal

certification.

District Administrative Assessments

District assessments delivered during the period of time the candidate is in the School

Principal Preparation Program will be used as one of the indicators to determine successful

completion of the SPP program. Candidates with assessments indicating need for improvement

or unsatisfactory performance will be given assistance using resources recommended by the

Leadership Support Team, such as, assistance from the WCG professional partner, additional

professional development, and/or further intervention from the building principal. It may be

decided for the candidate to be exited from the program. The district believes that the employees

first priority is to students and their own job performance. (Appendix L)

Intern Principal

The position of Intern Principal is established to provide an opportunity for highly motivated members of the School Principal Preparation program to be eligible to apply for and possibly be recommended to serve in the capacity of a school principal while completing their program. These individuals shall have been in the program for a minimum of one year, have substantially completed the program, and are recommended by their team to be an Intern Principal. • Substantial completion is defined as:

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a. Demonstration of the ten Florida Principal Leadership Standards through behavior examples,

b. Completion of a minimum of one-half of required on-the-job and shadowing/ field experiences,

c. Successful completion of the first year of the Deliberate Practice Growth Target Plan, and

d. Documentation of a total of 150 hours of leadership inservice (there is no time limit on prior accomplishment).

• The team will determine, after an audit of the portfolio by the Senior Manager of SLTD, whether substantial completion has been attained. They will execute the SLTD form, “Eligibility as Intern Principal,” which will be filed in the candidate’s SLTD file in the Professional Development Department.

• Substantial completion status will allow the candidate to apply for and possibly be recommended to fill the position of school principal as an Intern Principal.

• The Intern Principal must attain Florida School Principal certification within one year of being named as an Intern Principal, by completing the School Principal Preparation program.

• If Florida School Principal certification is not attained within one year the Superintendent will cause the position to be advertised and filled with an appropriately certified candidate.

Program Evaluation and Improvement The district will identify participants in the School Principal Preparation program using data elements to describe their status in the program. The data identifying the number of individuals who have been admitted and enrolled, and who have completed the program will be transmitted to DOE through the department’s regular data survey reporting processes. In addition, the district will report the number and type of inservice hours completed by each participant in curriculum offerings provided by the state through the William Cecil Golden (WCG) Professional Development Program for School Leaders.

The SPP program follow-up survey will be sent out every spring using the web-based survey tool called SurveyMonkey.com. It is completely anonymous and fairly simple to use. Surveys will include questions rated on a Likert Scale and allows for comments from the participants. Feedback from first year principals will be gathered through focus group meetings and electronic surveys. The perception survey sent to first and second year principals who completed the SPP program will ascertain their satisfaction with their level of preparedness and request suggested improvements to the program with focus in the area of the program’s Core Curriculum Content. The feedback survey sent to select school and district staff will ask for feedback on the principal’s level of performance in the areas of school improvement and student

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achievement. The responses will be compiled and analyzed by district staff to make necessary programmatic modifications for the following SPP program cohort group beginning in August.

The effectiveness of the SPP program will be continuously reviewed through the annual evaluation of participant portfolios, participant surveys, supervising principal surveys, administrative performance appraisals, and student performance data per the School District of Osceola County Administrative Performance Accountability System. Staff responsible for delivering the program shall acknowledge that enhancements can be made to the current SPP program and implement such changes. The data compiled from the data sources will be shared with the SLTD Committee and appropriate school district staff. The results will be used to determine strengths and weaknesses of the program. The information gathered through the evaluation of the SPP program will be used to improve the design and delivery of the program components for the next year. Leadership professional development that is not effective in preparing school principals will be modified or discontinued.

SPP Program Continuous Improvement Model

SPP Implementation Cohort group

begins in August Progress

monitoring quarterly with support team

Mid-term monitoring in May with performance appraisal review

Program completed within two-year timeline

Data Collection Candidate status and

professional development reported during Survey 5

Electronic surveys sent in April

Student performance data compiled in May

Principal performance appraisals in May

Data Analysis & Program Re-design

Data is compiled analyzed by district staff

Results are shared with SLTD Committee in May

Recommendations for program changes made

SPP program is implemented with revisions in August

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Assessment

This document is a brief description of the assessment process for school-based administrators in

the School District of Osceola County, Florida.

Purpose

The purpose of the Comprehensive Assessment of Administrative Performance is to

provide formal opportunities for District administrative personnel to establish goals,

support professional growth and assure the highest standards of accountability for

the education of students. The mission of the Osceola School District is “Education

which inspires all to their highest potential.” It is the intent of this assessment

system that administrators do those things that make this happen.

Comprehensive Assessment of Administrative Performance

The Comprehensive Assessment of Administrative Performance system as described in

this plan, is based upon a number of appraisal principles derived from the review

of the literature on the performance appraisal of educational leaders.

A performance appraisal system for managers should:

• Be fair, equitable and legally sound;

• Have procedures for collecting and retrieving data and its use to provide

feedback;

• Contain accommodation for recognition/reward for high performing

administrators;

• Include performance expectations, criteria, outcomes, and competencies;

• Involve the individual in his or her own appraisal;

• Include observation, mentoring, feedback, and coaching;

• Be part of a comprehensive management development plan;

• Be understood by all personnel involved in the system;

• Provide multiple levels of appraisal---allowing for development and growth;

• Consider factors which might limit the attainment of performance expectations;

• Nurture trust between managers and their supervisors; and,

• Promote the growth of the individual and the continuous improvement of the

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organization.

Areas of Assessment

Each school-based administrator is assessed upon weighted factors in the four

domains in relation to his or her school:

Leadership Practice Score Calculation

Domain 1: Student Achievement (10%)

Domain 2: Instructional Leadership ((40%)

Domain 3: Organizational Leadership (40%)

Domain 4: Professional and Ethical Behaviors (10%)

These elements comprise the Osceola School Leadership Score, which constitutes

80% of the Overall Leadership Practice Score. The remaining 20% is determined

by the Deliberate Practice Score.

(Appendix L)

Evaluation Focus/Goal Setting

• During the Evaluation Focus/Goal Setting/ Deliberate Practice Growth Target

meeting, the administrator will discuss with his or her supervisor specific goals to

be accomplished and the data sources to be used in validating goal attainment.

• Each of the Leadership Domains will also be discussed in light of the needs of

the school and how the administrator can best improve each area and what, if any,

recommended Professional Development should be part of the Deliberate Practice

Growth Target plan.

• The administrator and the supervisor may discuss any unique site conditions

that may impact performance.

• The supervisor may identify or suggest resources, both human and material, that

may be of use in goal attainment.

• At this meeting, the appropriate Comprehensive Assessment of

Administrative Performance form will be initiated.

Principal Assessment

• During the initial Evaluation Focus/Goal Setting/Deliberate Practice Growth

Target meeting, the Superintendent will meet with the principal to discuss the

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direction the principal may take with the school during the coming year, and may

include his/her administrative team to provide a commonality of purpose

within the school administrative team.

• The discussions between the Superintendent and his or her leadership team and

the principal and his or her administrative team may identify areas of system-wide

concern and may offer suggestions for remedy.

• The following data sources may be utilized by the principal to validate

established goals and to determine the level of success in each of the Principal

Leadership Standards and the four domains, Appendix B.


Standard 1: Student Learning Results Effective school leaders achieve results on the school’s student learning goals.

a. Student achievement b. Continuous Improvement Model c. Exceptional Student Education d. Multicultural Education e. School Advisory Council Plan

Standard 2: Student Learning as a Priority Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success.

a. Continuous Improvement Model b. Human Resources c. Professional Development d. School Advisory Council Plan e. Technology Plan


Standard 3: Instructional Plan Implementation Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs and assessments.

a. Continuous Improvement Model b. Professional Development

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c. Technology Plan d. Data Analysis

Standard 4: Faculty Development Effective school leaders recruit, retain and develop an effective and diverse faculty and staff.

a. Professional Development b. Data Analysis c. Technology Plan

Standard 5: Learning Environment. Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population.

a. Multicultural Education b. School Events c. Newsletters d. Continuous Improvement Model e. Professional Development f. Human Resources g. Volunteer Hours h. Surveys i. Website j. Grants


Standard 6: Decision Making Effective school leaders employ and monitor a decision-making process that is based on vision, mission and improvement priorities using facts and data.

a. Budget b. Professional Development c. School Advisory Council Plan d. Technology Plan e. Human Resources f. Grants

Standard 7: Leadership Development. Effective school leaders actively cultivate, support, and develop other leaders within the organization.

a. Professional Development b. Volunteer Hours c. School Advisory Council Plan

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d. Multicultural Education e. School Events f. Exceptional Student Education

Standard 8: School Management. Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment.

a. Budget b. Grants c. Volunteer Hours d. Continuous Improvement Model e. Surveys f. Technology Plan g. Parent Concerns

Standard 9: Communication. Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community.

a. Surveys b. School Advisory Council Plans c. Parent Concerns d. Newsletter e. Website f. School Events g. Technology h. Professional Development i. Exceptional Student Education


Standard 10: Professional and Ethical Behaviors Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader.

a. Surveys b. Parent Concerns c. Professional Development d. School Advisory Council

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Collection of Data

• After the initial evaluation focus and goal setting meeting, the principal will

begin to collect data to validate the established goals and to determine the level

of success in each domain.

• Climate surveys and customer surveys are conducted each spring through the

school improvement process. The compiled data is forwarded to the

Superintendent to become part of the principal’s portfolio.

• The portfolios are maintained in a secure manner by the Superintendent’s office.

Members of the Superintendent’s staff who have the responsibility of maintaining

the portfolios are provided training in records retention, storage, and retrieval.

Review of Portfolios

• The principal will formally meet with the Superintendent a minimum of

two times after the initial meeting, once at mid-year and again toward the end of

the school year.

• The portfolio will be reviewed each time.

• At the Interim Planning meeting, the Deliberate Practice Growth Target will be

reviewed and performance and goal progress will be assessed, and if performance

deficiencies are noted, the Superintendent will initiate an Administrative

Improvement Plan to outline the deficiency(ies) and to offer assistance and a

timeline for further discussion and assessment of improvement.

• The Superintendent may initiate an Administrative Improvement Plan at

any time to outline deficiencies and to offer assistance and a timeline for further

discussion and assessment of improvement.

• The Superintendent will conduct all conferences in an appropriate manner:

o demonstrating an understanding of the principal’s job;

o asking the principal for suggestions on how to improve his or her

own performance;

o probing for alternative solutions and/or opportunities;

o providing challenging expectations and recognizing accomplishments;

o demonstrating empathy for the principal’s feelings; and,

o maintaining the principal’s self-esteem.

• Prior to the Final Assessment meeting, the principal will gather data and

complete the Deliberate Practice Growth Target form that was started at the initial

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meeting and complete the self-assessment portion of the School/Site

Administrator Assessment form. The Superintendent will complete the

School/Site Administrator Assessment Form.

• The Superintendent may initiate an Administrative Improvement Plan at

this time to address identified performance deficiencies.

• Recommendations for reappointment and remuneration will be done at this

time based upon the data collected in the assessment process.

• It is expected that principals who have several years of experience will be less

focused on learning the basic skills of leading and managing a school.

o The Superintendent will be aware of the differences in experience levels.

o It is appropriate for more experienced principals to utilize multi-year

goals in an effort to measure long-term improvement efforts.

o The assessment of experienced principals would include a consideration

of the following items:

a. The effects of leadership and management;

b. The shaping and changing of the culture;

c. The results of school improvement team efforts;

d. The implementation of a shared vision and a mission.

• Principals who have successfully met the goals established at the initial meeting

and have moved their schools forward in the four domains will be advanced along

the administrative salary schedule as determined by the School Board.

• Principals who have not successfully met the goals established at the initial

meeting, or have not moved their schools forward in the four domains, may be

frozen at their current level of the administrative salary schedule.

• The Superintendent will either recommend or not recommend the principal for

reappointment at this time.

• Any and all feedback must focus on the facts of specific performance behavior

and expectations, not on the personality of the principal.

• Based on the data collected, the presence or absence of deficiencies, and

discussions with the principal, potential future career moves may be considered

by the principal and the Superintendent.

Assistant Principal Assessment

• The discussions between the Superintendent and his or her leadership team and

the principal and his or her administrative team may identify areas of system-wide

concern and may offer suggestions for remedy.

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• The principal will meet individually with the assistant principal to review the

meeting with the Superintendent to establish goals for the assistant principal and

to determine the growth in each of the domains.

• The data sources used by the principal, as outlined, may be utilized by the

assistant principal to validate established goals and to determine the level of

success in each of the Principal Leadership Standards and the four domains.

Collection of Data

• After the initial evaluation focus and goal setting meeting, the assistant principal

will begin to collect data to validate the established goals and to determine the

level of success in each domain.

• Climate surveys and customer surveys are conducted each spring through the

school improvement process. The compiled data is included in the assistant

principal’s portfolio.

Review of Portfolios

• The assistant principal will formally meet with the principal a minimum of

two times after the initial meeting, once at mid-year and again toward the end of

the school year.

• The portfolio will be reviewed each time.

• At the Interim Planning meeting, the Deliberate Practice Growth Target will be

reviewed and performance and goal progress will be assessed, and if performance

deficiencies are noted, the principal will initiate an Administrative

Improvement Plan to outline the deficiency(ies) and to offer assistance and a

timeline for further discussion and assessment of improvement.

• The principal may initiate an Administrative Improvement Plan at any time to

outline deficiencies and to offer assistance and a timeline for further discussion

and assessment of improvement.

• The principal will conduct all conferences in an appropriate manner:

o demonstrating an understanding of the assistant principal’s job;

o asking the assistant principal for suggestions on how to improve his or her

own performance;

o probing for alternative solutions and/or opportunities;

o providing challenging expectations and recognizing accomplishments;

46

o demonstrating empathy for the assistant principal’s feelings; and,

o maintaining the assistant principal’s self-esteem.

• Prior to the Final Assessment meeting, the assistant principal will gather data

and complete the Deliberate Practice Growth Target form and complete the self-

assessment portion of the School/Site Administrator Assessment form that was

started at the initial meeting. The principal will complete the School/Site

Administrator Assessment Form.

• The principal may initiate an Administrative Improvement Plan at

this time to address identified performance deficiencies.

• Recommendations for reappointment and remuneration will be done at this

time based upon the data collected in the assessment process.

• Assistant principals who have successfully met the goals established at the initial

meeting and have moved their schools forward in the four domains will be

advanced along the administrative salary schedule as determined by the School

Board.

• Assistant principals who have not successfully met the goals established at the

initial meeting, or have not helped the principal move their schools forward in the

four domains, may be frozen at their current level of the administrative salary

schedule.

• The Superintendent will either recommend or not recommend the assistant

principal for reappointment at this time.

• Any and all feedback must focus on the facts of specific performance behavior

and expectations, not on the personality of the assistant principal.

• Based on the data collected, the presence or absence of deficiencies, and

discussions with the assistant principal, potential future career moves may be

considered by the assistant principal, principal, and the Superintendent.

Training

Principals and assistant principals will be updated each summer on the

administrative assessment system.

o This training will be under the direction of the Superintendent and may

be affected by the Senior Manager of SLTD.

o The training will include a review of the assessment philosophy and the

way it relates to the mission of the School District.

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o The legal requirements for assessment as contained within Florida

Statute Section 1012.34, Assessment Procedures and Criteria, will be

reviewed.

Administrators will be trained in the elements of clinical supervision which will

include the following areas:

o Observation skills;

o Use of appropriate data collection tools;

o Data analysis skills;

o Written documentation;

o Conferencing skills;

o Coaching skills;

o Feedback skills;

o The performance growth and development process;

o Appraisal of progress;

o Follow up;

o Adult and career stages of development.

Additional staff development opportunities concerning appraisal of employees

willalso be made available to administrators.

Process

The evaluation process is multi-faceted and is directed by the administrator’s immediate

supervisor. The schedule and procedures for completing the assessment

program is outlined as follows: First 90 Days Evaluation Focus/Goal Setting Meeting Administrator discusses with his/her supervisor specific goals to be accomplished and the data sources to be used in validating goal attainment. The appropriate Comprehensive Evaluation of Administrative Performance form is initiated. December 2012/ January 2013 Interim Planning Meeting Comprehensive Evaluation of Administrative Performance form review. Performance and goal progress assessed. Administrative Improvement Plan initiated, if applicable. July 30, 2013 Final Evaluation – Comprehensive Evaluation of Administrative Performance form due in Professional Development (Janice Franceschi).

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SLTD Adaptations for District-based Administrators for Participation in Preparing New Principals Program,

Leading to School Principal Level II Certification

SECTION A: ENTRY REQUIREMENTS

Must be a member of the assistant principal pool

Minimum of one year district‐level administrative position

Minimum of three years school‐based experience in one or more of the following:

Literacy Coach, Math Coach, Science Coach, Learning Resource Specialist, Curriculum

Resource Teacher, Dean of Students, and/or other related experience as determined by

the Superintendent or Superintendent’s designee

Two recommendations from in district school‐based administrators are required,

including at least one school principal

One recommendation from a current Osceola County district‐level administrator is

required, whose position rank is above that of the applicant

Entrance is contingent upon final approval by the Superintendent or the

Superintendent’s designee

SECTION B: PROGRAM REQUIREMENTS Developing Principal would be partnered with a specific school. The principal of that

school would be the Supervising Principal. Another principal or district level

administrator would be the Consulting Principal. The Developing Principal may also

participate in experiences at other schools as appropriate.

In addition to the Shadowing/Field Experiences required by all participants in the

Preparing New Principals Program, the Developing Principal would intern at the

assigned school for a number of designated days per school year.

o Internship per year: Four to six weeks (20‐30 days) as determined by the PNP

team

o Internship requirement is a total of 40‐60 days, or 8‐12 weeks, for the two year

program as determined by the PNP team.

o Three hours is considered equivalent to a half day; six hours is considered

equivalent to a full day

Successfully complete Marzano training that is specific to administrators, and includes

the framework of domains 1‐4, or district‐approved equivalent

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SECTION C: ACTIVITY EXAMPLES The Developing Principal will:

o Plan to be at a school site a week or more at a time, when possible/appropriate

o Be an acting administrator at the assigned school to cover when the principal or

assistant principal is out, either planned ahead of time (vacation, conferences,

medical leaves, etc.) or on call as needed.

o Serve as guest administrator at any school as needed (as certified administrators

in other departments are sometimes requested to do)

o Develop customized Deliberate Practice and/or Professional Learning Plan to

target desired skills and experiences with guidance from the Developing

Principal’s Leadership Team

o Work with Supervising and Consulting Principals to plan activities to fulfill

Behavioral Examples, identifying situations/tasks to be addressed at the school.

Examples of activities that may be included:

Handle all discipline, arrival and dismissal for one week, staying at school

until all students are accounted for

Be involved in the MTSS process by participating on a school based MTSS

committee

Actively participate in Open House, first day of school, cafeteria help and

scheduling, etc.

Plan and execute a student and/or parent event

Plan and monitor intervention and/or Triple I groups, using data, planning

curriculum, etc.

Administration of all aspects of specified Extended Learning

Opportunities including planning budget, classes, selection of and

meeting with teachers, securing curriculum, permission slips,

transportation, assessment planning and supervision, feeding plan,

progress monitoring, etc.

Be involved in the development and implementation of a FBA/BIP

Facilitate LEA meetings

Participate in school budget planning and monitoring

Participate in analyzing assigned school’s student data and progress

monitoring and strategy development

Participate in direction and selection of elements and development of

Deliberate Practice forms with teachers.

Attend PLCs, Lesson Studies, grade level meetings, professional

development, etc.

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Participate in SAC meetings and the writing of the annual School

Improvement Plan

Collaborate with school principal in the teacher observation process

Inter‐rater Reliability Training and practice

Hold Data Chats with teachers

Participate in Pupil Progression meetings and decision‐making

conversations

Participate in the hiring process

Other situations/tasks as identified by candidate’s Leadership Team

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Appendix A

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JOB DESCRIPTION Position Title: Principal of Adult Learning Center Osceola Board Approved: Position Level: Administrative Salary Schedule/ 12 month (Middle School Principal Level)

FLSA Status: Exempt Reports to Deputy Superintendent for School Administration

GENERAL DESCRIPTION

To coordinate all of the Community Education Programs in order to meet the needs of the adult students in the District.

KEY RESPONSIBILITES To organize needed classes in the general Adult/Community Education Program as evidenced by original and sustained enrollments, needs assessment surveys or public requests.

To develop and administer a total school budget.

To maintain adequate financial records of all Community Adult internal account activities.

To organize and coordinate pertinent advisory committees.

To develop and administer School Board Rules in compliance with State and Federal regulations.

To provide curricular course offerings in conformance with state laws regarding Adult Education requirements.

To provide and monitor testing and proper placement of students into the Adult Basic Education, Pre-GED, and GED Prep Training Program.

To secure the necessary teachers and provide for their pre- and inservice training, to staff Adult and Community Education classes, and to verify status, certification, and payroll process of teachers.

To evaluate the Adult Learning Center staff and selected support personnel.

To initiate requisitions for supplies and materials needed for effective classroom work in the Adult Learning Center Program.

To procure and assign rooms for Adult Education classes.

To approve payroll/contract information for all assigned personnel.

To prepare required reports and maintain appropriate records.

To plan and coordinate graduation ceremonies for graduates.

To serve as a program consultant for school personnel in Adult Education.

To facilitate and monitor the coordination and articulation of the Adult Learning Center with other instructional programs.

To assist in the evaluation and selection of textbooks and instructional materials to be recommended for adoption in assigned areas of responsibility.

To supervise assigned personnel, conduct annual performance appraisals, and make recommendations for appropriate employment action.

To perform other duties as assigned by the Supervisor.

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CLASS SPECIFICATION

Position Title: Principal of Adult Learning Center Osceola Reports to Deputy Superintendent for School Administration

Position Level: Administrative Salary Schedule (Middle School Principal Level)

KEY JOB REQUIREMENTS

Formal Education: Master’s degree in Educational Leadership and Principal certification.

Work Experience: Minimum of three years teaching experience and/or Educational Administration, a minimum of three years as an Assistant Principal, CRT, PRT, Dean, Principal, or as an Administrator.

Impact of Actions: Makes decisions and final recommendations, which routinely affect the activities of an entire facility or school. Position duties may include responsibility for developing strategic plans for one or more facilities or schools.

Complexity: Work is non-standardized and widely varied requiring the interpretation and application of a substantial variety of procedures, policies, and/or precedents used in combination. Frequently, the application of multiple technical activities is employed; therefore, analytical ability and inductive thinking are required. Problem solving involves identification and analysis of diverse issues.

Decision Making: Supervision is present to establish broad objectives relative to basic position duties or departmental responsibilities. Independent judgment is required to set objectives, coordinate activities within a department or to complete a project. Actions taken may be based on similar situation encountered in the past.

Communications: Requires regular contacts to discuss issues of moderate importance and to respond to inquiries. Also requires continuing contacts with officials at higher levels on matters requiring cooperation, explanation and persuasion or with the public involving the enforcement of regulations, policies and procedures.

Managerial Skills: Responsible for making recommendations within one department in the areas of compensation, staff selection, disciplinary action, complaints, staff performance appraisal, and similar supervisory duties. Plans, assigns and evaluates the work of subordinates for effective operation and results of the unit.

Planning: Four to Twelve Months: Plan events that will occur during the year, and have some effect on the department's annual expenditures, and or revenues.

Job-Related Knowledge and Skills:

Advanced Professional Skills: The professional theory and practice of the level above, but applied at the advanced level of a "seasoned" professional. Requires extensive knowledge of their professional disciplines and a working knowledge of related fields. Understands information in several unrelated professional disciplines.

Working Conditions/ Physical Effort:

Work requires only minor physical exertion and/or physical strain. Work environment involves only infrequent exposure to disagreeable elements.

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Appendix B

65

Florida Principal Leadership Standards

Revised by FDOE November 15, 2011

Purpose and Structure of the Standards Purpose: The Standards are set forth in rule as Florida’s core expectations for effective school administrators. The Standards are based on contemporary research on multi-dimensional school leadership, and represent skill sets and knowledge bases needed in effective schools. The Standards form the foundation for school leader personnel evaluations and professional development systems, school leadership preparation programs, and educator certification requirements.

Structure: There are ten Standards grouped into categories, which can be considered domains of effective leadership. Each Standard has a title and includes, as necessary, descriptors that further clarify or define the Standard, so that the Standards may be developed further into leadership curricula and proficiency assessments in fulfillment of their purposes.


Standard 1: Student Learning Results. Effective school leaders achieve results on the school’s student learning goals.

a. The school’s learning goals are based on the state’s adopted student academic standards and the district’s adopted curricula; and

b. Student learning results are evidenced by the student performance and growth on statewide assessments; district-determined assessments that are implemented by the district under Section 1008.22, F.S.; international assessments; and other indicators of student success adopted by the district and state.

Standard 2: Student Learning as a Priority. Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success. The leader:

a. Enables faculty and staff to work as a system focused on student learning; b. Maintains a school climate that supports student engagement in learning; c. Generates high expectations for learning growth by all students; and d. Engages faculty and staff in efforts to close learning performance gaps among student

subgroups within the school.


Standard 3: Instructional Plan Implementation. Effective school leaders work collaboratively to develop and implement an instructional

66

framework that aligns curriculum with state standards, effective instructional practices, student learning needs and assessments. The leader:

a. Implements the Florida Educator Accomplished Practices as described in Rule 6A-5.065, F.A.C. through a common language of instruction;

b. Engages in data analysis for instructional planning and improvement; c. Communicates the relationships among academic standards, effective instruction, and

student performance; d. Implements the district’s adopted curricula and state’s adopted academic standards in a

manner that is rigorous and culturally relevant to the students and school; and e. Ensures the appropriate use of high quality formative and interim assessments aligned

with the adopted standards and curricula.

Standard 4: Faculty Development. Effective school leaders recruit, retain and develop an effective and diverse faculty and staff. The leader:

a. Generates a focus on student and professional learning in the school that is clearly linked to the system-wide strategic objectives and the school improvement plan;

b. Evaluates, monitors, and provides timely feedback to faculty on the effectiveness of instruction;

c. Employs a faculty with the instructional proficiencies needed for the school population served;

d. Identifies faculty instructional proficiency needs, including standards-based content, research-based pedagogy, data analysis for instructional planning and improvement, and the use of instructional technology;

e. Implements professional learning that enables faculty to deliver culturally relevant and differentiated instruction; and

f. Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year.

Standard 5: Learning Environment. Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population. The leader:

a. Maintains a safe, respectful and inclusive student-centered learning environment that is focused on equitable opportunities for learning and building a foundation for a fulfilling life in a democratic society and global economy;

b. Recognizes and uses diversity as an asset in the development and implementation of procedures and practices that motivate all students and improve student learning;

c. Promotes school and classroom practices that validate and value similarities and differences among students;

d. Provides recurring monitoring and feedback on the quality of the learning environment; e. Initiates and supports continuous improvement processes focused on the students’

opportunities for success and well-being.

67

f. Engages faculty in recognizing and understanding cultural and developmental issues related to student learning by identifying and addressing strategies to minimize and/or eliminate achievement gaps.


Standard 6: Decision Making. Effective school leaders employ and monitor a decision-making process that is based on vision, mission and improvement priorities using facts and data. The leader:

a. Gives priority attention to decisions that impact the quality of student learning and teacher proficiency;

b. Uses critical thinking and problem solving techniques to define problems and identify solutions;

c. Evaluates decisions for effectiveness, equity, intended and actual outcome; implements follow-up actions; and revises as needed;

d. Empowers others and distributes leadership when appropriate; and e. Uses effective technology integration to enhance decision making and efficiency

throughout the school.

Standard 7: Leadership Development. Effective school leaders actively cultivate, support, and develop other leaders within the organization. The leader:

a. Identifies and cultivates potential and emerging leaders; b. Provides evidence of delegation and trust in subordinate leaders; c. Plans for succession management in key positions; d. Promotes teacher–leadership functions focused on instructional proficiency and student

learning; and e. Develops sustainable and supportive relationships between school leaders, parents,

community, higher education and business leaders.

Standard 8: School Management. Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment. The leader:

a. Organizes time, tasks and projects effectively with clear objectives and coherent plans; b. Establishes appropriate deadlines for him/herself and the entire organization; c. Manages schedules, delegates, and allocates resources to promote collegial efforts in

school improvement and faculty development; and d. Is fiscally responsible and maximizes the impact of fiscal resources on instructional

priorities.

Standard 9: Communication. Effective school leaders practice two-way communications and use appropriate oral,

68

written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community. The leader:

a. Actively listens to and learns from students, staff, parents, and community stakeholders; b. Recognizes individuals for effective performance; c. Communicates student expectations and performance information to students, parents,

and community; d. Maintains high visibility at school and in the community and regularly engages

stakeholders in the work of the school; e. Creates opportunities within the school to engage students, faculty, parents, and

community stakeholders in constructive conversations about important school issues. f. Utilizes appropriate technologies for communication and collaboration; and g. Ensures faculty receives timely information about student learning requirements,

academic standards, and all other local state and federal administrative requirements and decisions.


Standard 10: Professional and Ethical Behaviors. Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader. The leader:

a. Adheres to the Code of Ethics and the Principles of Professional Conduct for the Education Profession in Florida, pursuant to Rules 6B-1.001 and 6B-1.006, F.A.C.

b. Demonstrates resiliency by staying focused on the school vision and reacting constructively to the barriers to success that include disagreement and dissent with leadership;

c. Demonstrates a commitment to the success of all students, identifying barriers and their impact on the well-being of the school, families, and local community;

d. Engages in professional learning that improves professional practice in alignment with the needs of the school system; and

e. Demonstrates willingness to admit error and learn from it; f. Demonstrates explicit improvement in specific performance areas based on previous

evaluations and formative feedback.

69

Appendix C

75

Appendix D

78

Appendix E

80

Appendix F

81

Schools and Administrative Positions in Osceola County April 2013

Principals Assistant Principals

Elementary Schools

Boggy Creek 1 1

Central Avenue 1 1

Chestnut 1 1

Cypress 1 1

Deerwood 1 1

East Lake 1 1

Flora Ridge 1 1

Hickory Tree 1 1

Highlands 1 1

Kissimmee 1 1

Koa 1 1

Lakeview 1 1

Michigan Avenue 1 1

Mill Creek 1 1

Narcoossee 1 1

Neptune 1 1

Partin Settlement 1 1

Pleasant Hill 1 1

Poinciana 1 1

Reedy Creek 1 1

St. Cloud 1 1

Sunrise 1 1

Thacker Avenue 1 1

Ventura 1 1

82

Principals Assistant Principals

Middle Schools

Denn John 1 1

Discovery 1 1

Horizon 1 1

Kissimmee 1 1

Narcoossee 1 1

Neptune 1 1

Parkway 1 1

St. Cloud 1 1

High Schools

Celebration 1 3

Gateway 1 4

Harmony 1 3

Liberty 1 2

Osceola 1 3

PATHS 1 1

Poinciana 1 3

St. Cloud 1 3

Other Schools

Alternative Programs 1 n/a

Bellalago (K-8 Charter) 1 2

Celebration School (K– 8) 1 2

Harmony Community (K-8) 1 1

New Beginnings 1 1

Osceola School for the Arts (6-12) 1 1

TECO 1 1

Westside (K-8) 1 2

Zenith 1 1

TOTAL 49 66

83

Study of Anticipated Needs for

Principals and Assistant Principals in the School District of Osceola County, Florida

Directions:

Indicate in one of the following “time categories” when you anticipate either leaving your current position, or

retiring/leaving the School District of Osceola County, Florida. (Based on survey data from April 2013)

Principals

High Sch Mid Sch Multi-Level Elem Sch Alt Sch 0 - 3 years 0 1 0 1 0

4 - 5 years 0 0 0 4 1

6+ years 4 3 2 10 1

Assistant Principals High Sch Mid Sch Multi-Level Elem Sch Alt Sch

0 - 3 years 1 0 0 1 0

4 - 5 years 0 0 0 0 0

6+ years 12 10 6 19 4

84

Appendix G

85


Student

Achievement Instructional Leadership

Organizational Leadership

Professional/ Ethical Behavior

The School District of Osceola County, Florida, Matrix of Professional

Development Showing Where Principal Leadership Standards are Taught and

Assessed in the PNP Program

Student Learning Results

Student Learning as a

Priority

Instructional Plan

Implemen

tation

Faculty Developmen

t

Learning Environmen

t

Decision M

aking

Leadership Developmen

t

School M

anagem

ent

Communication

Professional and Ethical

Beh

aviors

SDOC Marzano Leaders of Learning Training X X X X X X X

SDOC Marzano Follow‐Up Training X X X X X X X

SDOC Inter‐Rater Reliability Training X X X X X X X X

SDOC Budget Training X X X X X

SDOC Assistant Principal Training X X X X X X X X X X

SDOC Administrators Academy X X X X X X X X X X

SDOC Preparing New Principal Training X X X X X X X X X X

SDOC District Awareness Training X X X X X

SDOC Florida's Continuous Improvement Model X X X X X X X X X SDOC Deliberate Practice Growth Target Development X X X X X X X X

SDOC Florida Professional Ethics Online X SDOC School Environmental Safety Incident Reporting X X

WCG Diversity (ASAP online module) X X X X X X X WCG The Ethical Educator (ASAP online module) X X X X X X X WCG Improving Practice in Literacy K‐6 (ASAP online module) X X X X X X X X WCG Improving Practice in Literacy 7‐12 (ASAP online module) X X X X X X X X WCG Creating a Learning Community (ASAP Online Module) X X X X X X X X

WCG Team Building (ASAP online module) X X X X X X X

TOTAL 13 14 13 14 14 9 10 8 10 8

86

Appendix H

87

William Cecil Golden

Florida School Leaders

Prior Learning Inventory

The Prior Learning Inventory (PLI) helps you correlate your prior learning with the 10 Leadership Standards contained in the Florida State Board of Education Rule (6B-5.012). Educators seeking leadership roles and to improve their performance in such roles may benefit from use of the PLI.

Based on your input, the PLI will create reports that show where your prior learning has prepared you to implement the various standards. Areas you leave incomplete will indicate possible professional growth needs.

The PLI is useful as a self-assessment tool to guide your professional growth. It will help guide your reflective study of the Leadership Standards and is a useful addition to application packets for those seeking positions as school leaders.

The Reports

Once you enter your prior learning into the PLI it presents the information in two reports: the Learning Summary Report and the Detailed Report.

The Learning Summary Report lists the Leadership Standards, skill sets, and Relative Leadership Strengths in which you have experience. The Future Learning Issues area of the report summarizes the Leadership Standards and skills sets in which you may wish to pursue further professional growth.

The Detailed Report lists all of the specific professional growth experience you have entered into your PLI for each of the Leadership Standards.

Upon completion of this program you may print out PDF versions of your reports or, if you choose, you may save the reports to your computer and email the PDFs to a Florida School district. School district personnel offices may benefit from information that presents your prior learning in the context of the state Leadership Standards. As your professional growth continues, you may return to the PLI and update your information at any time.

Ethical Leadership

One of the 10 Leadership Standards focuses on ethical behavior. One aspect of ethical behavior is honest input into the PLI. It is not a replacement for your resume but a special supplement to it. With honest and accurate input, the PLI will help you and your school district review how your prior learning relates to the Leadership Standards.

88

Appendix I

92

14. The Assistant Principal determines improvement

priorities using facts and data.

15. The Assistant Principal supports the development

of other leaders within the organization.

16. The Assistant Principal encourages input and

assistance from parents and community members

17. The Assistant Principal manages the facilities in

ways that promote a safe and efficient learning

18. The Assistant Principal guides the school

operations in ways that maximize an effective, legal

l i i

19. The Assistant Principal communicates

effectively with faculty and staff to accomplish

20. The Assistant Principal communicates effectivelywith parents and community members to build and

21. The Assistant Principal demonstrates

personal and professional behavior consistent

with quality practices in education and as a

Comments:

93

Appendix J

94

PNP Principal Survey

Principal ___________________________ Assistant Principal _____________________________ Please print Please print Dear Principal: Please list what you consider the five most important duties or responsibilities of a principal. On the blanks to the right of each indicate on a scale of 1 to 5, with 5 meaning “No additional improvement needed” and 1 meaning

“Lots of additional improvement needed” how you consider my current level of expertise or accomplishment. This will help me to find those areas in which my strengths lie and those areas in which additional opportunities for growth are demonstrated. Together, with the Consulting Principal, we will create a personalized Leadership Development Plan. Please return to me as soon as possible. Thank you, ____________________________________ Assistant Principal Signature

1 to 5

1.

2.

3.

4.

5.

__________________________________________ ________________________ Principal Signature Date

95

SELF-ASSESSMENT SUMMARY Assistant Principal_____________________________________________________ Please print Based on my self-assessment my strengths are:

1.

2.

3.

4.

5.

The areas which appear to be in need of improvement are:

1.

2.

3.

4.

5.

____________________________________________________ ______________ Signature Date

96

Appendix K

102

Appendix L

103

PREPARING NEW PRINCIPALS BINDER: ASSESSMENT AND GOALS DEFINED

The following gives introductory information concerning each of the sections of the Preparing New Principals

(PNP) portfolio.

ASSESSMENT AND GOALS

The Prior Learning Inventory is taken online, on your own, at floridaschoolleaders.org. Go to Florida Principal Leadership Standards> Online Support Resources> Prior Learning Inventory. You will have to login to take the assessment. After taking the assessment, print out the results and place in your portfolio.

Educational Leadership Assessment (ELA) is taken online in a group setting at a designated time (TBA). After completion of your ELA, print out the results and place in your portfolio.

Stakeholder Input: One of the required state guidelines for our SLTD plan is that “The Preparing New Principals program…uses input from the school community.” This requirement can be met by using the “Survey of Administrator” and “Principal’s Survey” to gather additional information that may be used in developing a Leadership Professional Development Plan (LPDP).

Sample letter and “Survey of Administrator”: Select a minimum of 20 stakeholders, including faculty members, professional support staff members, parents, and students, if appropriate, to give the letter and survey to. After results have been received, create a tally sheet to summarize the survey input. Include all surveys and the summarizing tally sheet in your portfolio.

“Principal’s Survey”: Request that your principal complete this form. Place the completed, signed and dated form in your portfolio.

Self-Assessment Summary: complete and place in portfolio.

The information that you receive from each of these inventories can help you find those areas in which your strengths lie and those areas in which additional opportunities for growth are demonstrated. Once these areas have been identified, you will need to establish one or more goals for your first year, and then later, for your second year, with the help of your support team. The goal(s) will be listed on your Leadership Professional Development Plan (LPDP.)

LEADERSHIP DEVELOPMENT

LPDP: The PNP program requires development and implementation of year-long Leadership Professional Development Plans. The objectives are based on the results of the individual’s online self-assessments, the school community surveys, self-assessment and the performance appraisal instrument. The plan is developed collaboratively with the Supervising Principal and Consulting Principal. There is a minimum of one goal per year of the program.

104

The School District of Osceola County, Florida School Training and Development Program

Comprehensive Assessment of Administrative Performance

ASSESSMENT FLOW CHART

Orientation/Site Analysis Meeting with Superintendent/Leadership Team &

Principal, Director or Coordinator/Leadership Team

Evaluation Focus Goal Setting/Goal Progress Meeting

Employee & Supervisor

Intern Meeting(s) Planning Session(s)

As Needed

Final Assessment Goal Evaluation

Evaluation of Essential Performance Functions

PERFORMANCE

SATISFACTORY

Superintendent Recommends Reappointment

Professional Improvement Plan

Performance Deficiency Identified

Assistance Offered Progress Reviewed

PERFORMANCE

EXIT

SATISFACTORY

109

Appendix M

113

Appendix N

114

The School District of Osceola County, Florida School Principal Preparation Program

Leadership Support Team Meeting Documentation

This form is used to document the four (4) required support team meetings each year. Meetings should include the date, a brief reflection and be signed by those present.

Meeting 1 Date: ____________ Meeting 2 Date: ___________ Aspiring Principal: ______________________________________ Aspiring Principal: ______________________________________

Supervising Principal: ___________________________________ Supervising Principal: ___________________________________

District Supervisor: _____________________________________ District Supervisor: _____________________________________

Meeting Reflection: _____________________________________ Meeting Reflection: _____________________________________

________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

Meeting 3 Date: ____________

Meeting 4 Date: ___________ Aspiring Principal: ______________________________________ Aspiring Principal: ______________________________________

Supervising Principal: ___________________________________ Supervising Principal: ___________________________________

District Supervisor: _____________________________________ District Supervisor: _____________________________________

Meeting Reflection: _____________________________________ Meeting Reflection: _____________________________________

________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

115

Appendix O

121

Appendix P

122

Field Experience Reflection

Developing Principal: _______________________________________________________ School/Department Visited: __________________________________________________ Date(s) of Visit: _____________________________Time: _________________________ Check Field Experience Type: ____ Actively engaged/ responsibilities and duties carried out ___ Job Swap ___ Substitute or Additional Administrator ____ Observation/Shadowing Experience of Administrator Shadowed or Supervised by (Years in current position): __________________ List the Florida Principal Leadership Standard(s) observed and/or practiced. Describe the application and practices of the Standard in this experience. How will you apply the new knowledge and skills learned to help you meet the goals of school and student achievement improvement, and/or improved instructional strategies? How valuable was this field experience in achieving your professional goals? �Effective �Not Effective Why or why not? Do you have any suggestions as to how this Field Experience could have been improved? *Use additional space if needed.

123

Appendix Q

124

PREPARING NEW PRINCIPALS PROGRAM Job Shadowing and Field Experiences

Professional Development Plan PNP Participant: ____________________________________ School: ___________________________________________ Current Assignment: ________________________________________________ Support Team: Supervising Principal: _________________________________________ Consulting Principal: ____________________________________________ Using the ASAP Educational Leadership Assessment results, please check the standards that are identified as growth needed. The growth needed competencies, identified as “Required Principal Field Experience must have documented activities to substantiate it as an “Accomplished Practice”.

______1. Student Learning Results ______6. Decision Making

______2. Student Learning as a Priority ______7. Leadership Development

______3. Instructional Plan Implementation ______8. School Management

______4. Faculty Development ______9. Communication

______5. Learning Environment ______10. Professional and Ethical Behaviors

The various “Required Principal Field Experiences” for each standard are to be completed as strategies in addressing the stated goal. Just checking off the Required Principal Experiences is not a guarantee the Standard has become an “Accomplished Practice”. They are stated as valid activities in the development of the Standard as an “Accomplished Practices”, and then consideration will be given for additional time in the program.

125

STUDENT LEARNING RESULTS

Effective school leaders achieve results on the school’s learning goals. 1.1a The school’s learning goals are based on the state’s adopted student academic standards and the district’s adopted curricula; and 1.1b Student learning results are evidenced by the student performance and growth on statewide assessments; district-determined assessments that are

implemented by the district under Section 1008.22, F.S.; international assessments; and other indicators of student success adopted by the district and state.

Required Principal

Field Experience

Specific Activities Criteria for Success Anticipated

Completion Date

Date

Verified

Other:

This standard has been demonstrated as an Accomplished Practice by the PNP participant. Supervising Principal:__________________________________________ Date: ____________________

Consulting Principal: __________________________________________ Date: ____________________

126

STUDENT LEARNING AS A PRIORITY Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success. The leader: 1.2a Enables faculty and staff to work as a system focused on student learning; 1.2b Maintains a school climate that supports student engagement in learning; 1.2c Generates high expectations for learning growth by all students; and 1.2d Engages faculty and staff in efforts to close learning performance gaps among student subgroups within the school.

Required Principal

Field Experience


Completion

Date

Date

Verified

Other:

This standard has been demonstrated as an Accomplished Practice by the PNP participant.

Supervising Principal: ___________________________________________ Date: ______________________

Consulting Principal: ____________________________________________ Date: _________________________

127

INSTRUCTIONAL PLAN IMPLEMENTATION

Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs and assessments. The leader:

2.3a Implements the Florida Educator Accomplished Practices as described in Rule 6A-5.065, F.A.C. through a common language of instruction; 2.3b Engages in data analysis for instructional planning and improvement; 2.3c Communicates the relationships among academic standards, effective instruction, and student performance; 2.3d Implements the district’s adopted curricula and state’s adopted academic standards in a manner that is rigorous and culturally relevant to the Students and school; and 2.3e Ensures the appropriate use of high quality formative and interim assessments aligned with the adopted standards and curricula.

Required Principal

Field Experience


Completion

Date

Date

Verified

Other:

This standard has been demonstrated as an Accomplished Practice by the PNP participant. Supervising Principal: _______________________________________________ Date: __________________________ Consulting Principal: ________________________________________________ Date: __________________________

128

FACULTY DEVELOPMENT Effective school leaders recruit, retain and develop an effective and diverse faculty and staff. The leader:

2.4a Generates a focus on student and professional learning in the school that is clearly linked to the system-wide strategic objectives and the school improvement plan; 2.4b Evaluates, monitors, and provides timely feedback to faculty on the effectiveness of instruction; 2.4c Employs a faculty with the instructional proficiencies needed for the school population served; 2.4d Identifies faculty instructional proficiency needs, including standards-based content, research-based pedagogy, data analysis for

instructional planning and improvement, and the use of instructional technology; 2.4e Implements professional learning that enables faculty to deliver culturally relevant and differentiated instruction; and 2.4f Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year.

Required Principal

Field Experience


Completion

Date

Date

Verified

Other:

This standard has been demonstrated as an Accomplished Practice by the PNP Participant. Supervising Principal: ___________________________________________________ Date: ____________________ Consulting Principal: ____________________________________________________ Date: ____________________

129

LEARNING ENVIRONMENT Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population. The leader: 2.5a Maintains a safe, respectful and inclusive student-centered learning environment that is focused on equitable opportunities for learning and building a

foundation for a fulfilling life in a democratic society and global economy; 2.5b Recognizes and uses diversity as an asset in the development and implementation of procedures and practices that motivate all students and improve

student learning; 2.5c Promotes school and classroom practices that validate and value similarities and differences among students; 2.5d Provides recurring monitoring and feedback on the quality of the learning environment; 2.5e Initiates and supports continuous improvement processes focused on the students’ opportunities for success and well-being. 2.5f Engages faculty in recognizing and understanding cultural and developmental issues related to student learning by identifying and addressing

strategies to minimize and/or eliminate achievement gaps.

Required Principal

Field Experience


Completion

Date

Date

Verified

Other:

This standard has been demonstrated as an Accomplished Practice by the PNP participant. Supervising Principal: _______________________________________________ Date: ____________________________ Consulting Principal: ________________________________________________ Date: ____________________________

130

DECISION MAKING Effective school leaders employ and monitor a decision-making process that is based on vision, mission and improvement priorities using facts and data. The leader:

3.6a Gives priority attention to decisions that impact the quality of student learning and teacher proficiency; 3.6b Uses critical thinking and problem solving techniques to define problems and identify solutions; 3.6c Evaluates decisions for effectiveness, equity, intended and actual outcome; implements follow-up actions; and revises as needed; 3.6d Empowers others and distributes leadership when appropriate; and 3.6e Uses effective technology integration to enhance decision making and efficiency throughout the school.

Required Principal

Field Experience


Completion

Date

Date

Verified

Other:

This standard has been demonstrated as an Accomplished Practice by the PNP participant. Supervising Principal: _________________________________________________ Date: _______________________ Consulting Principal: __________________________________________________ Date: _______________________

131

LEADERSHIP DEVELOPMENT Effective school leaders actively cultivate, support, and develop other leaders within the organization. The leader:

3.7a Identifies and cultivates potential and emerging leaders;

3.7b Provides evidence of delegation and trust in subordinate leaders; 3.7c Plans for succession management in key positions; 3.7d Promotes teacher–leadership functions focused on instructional proficiency and student learning; and 3.7e Develops sustainable and supportive relationships between school leaders, parents, community, higher education and business leaders.

Required Principal

Field Experience


Completion

Date

Date

Verified

Other:

This standard has been demonstrated as an Accomplished Practice by the PNP participant. Supervising Principal: _______________________________________________ Date: _________________________ Consulting Principal: ________________________________________________ Date: _________________________

132

SCHOOL MANAGEMENT Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment. The leader:

3.8a Organizes time, tasks and projects effectively with clear objectives and coherent plans; 3.8b Establishes appropriate deadlines for him/herself and the entire organization; 3.8c Manages schedules, delegates, and allocates resources to promote collegial efforts in school improvement and faculty development; and 3.9c Is fiscally responsible and maximizes the impact of fiscal resources on instructional priorities.

Required Principal

Field Experience


Completion

Date

Date

Verified

Other:

This standard has been demonstrated as an Accomplished Practice by the PNP participant. Supervising Principal: __________________________________________ Date: _________________________ Consulting Principal: ___________________________________________ Date: _________________________

133

COMMUNICATION Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community. The leader:

3.9a Actively listens to and learns from students, staff, parents, and community stakeholders; 3.9b Recognizes individuals for effective performance; 3.9c Communicates student expectations and performance information to students, parents, and community; 3.9d Maintains high visibility at school and in the community and regularly engages stakeholders in the work of the school; 3.9e Creates opportunities within the school to engage students, faculty, parents, and community stakeholders in constructive conversations about

important school issues. 3.9f Utilizes appropriate technologies for communication and collaboration; and 3.9g Ensures faculty receives timely information about student learning requirements, academic standards, and all other local state and federal

administrative requirements and decisions. Required Principal

Field Experience


Completion

Date

Date

Verified

Other:

This standard has been demonstrated as an Accomplished Practice by the PNP participant. Supervising Principal: ________________________________________________ Date: __________________________ Consulting Principal: _________________________________________________ Date: __________________________

134

PROFESSIONAL AND ETHICAL BEHAVIORS Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader. The leader:

4.10a Adheres to the Code of Ethics and the Principles of Professional Conduct for the Education Profession in Florida, pursuant to Rules 6B-1.001 and 6B-1.006, F.A.C.

4.10b Demonstrates resiliency by staying focused on the school vision and reacting constructively to the barriers to success that include disagreement and dissent with leadership;

4.10c Demonstrates a commitment to the success of all students, identifying barriers and their impact on the well-being of the school, families, and local community;

4.11d Engages in professional learning that improves professional practice in alignment with the needs of the school system; and 4.11e Demonstrates willingness to admit error and learn from it; 4.11f Demonstrates explicit improvement in specific performance areas based on previous evaluations and formative feedback.

Required Principal

Field Experience


Completion

Date

Date

Verified

Other:

This standard has been demonstrated as an Accomplished Practice by the PNP participant. Supervising Principal: ______________________________________________ Date: ____________________ Consulting Principal: _______________________________________________ Date: _____________________

135

FIELD EXPERIENCE #

Standard(s): ____________________

Completion Date:____________________

ON THE JOB AND FIELD EXPERIENCES REFLECTIONS & FEEDBACK

Florida Principal Leadership Standard(s): Specific Activity: Criteria for Success: Reflections, Applications of Knowledge/Experience Gained: How did this experience relate to improving the school and student achievement levels? Feedback from Consulting Principal______ or Supervising Principal:______ (Check one) ______________________________ _____________________________ _________________ Principal Name (please print) Principal Signature Date

137

Standards Matrix for On the Job, Behavioral Examples, Field Experiences, Shadowing


Plan your experiences that the greatest emphasis is on your role in improving curriculum, instruction, and student achievement, per state requirements.

Student Achievement

Instructional Leadership

Organizational Leadership

Professional/ Ethical Behavior

List experiences that are On the Job, Behavioral Examples, Field and Shadowing.

Indicate Florida Principal Leadership Standard that was developed during the experience. Use as many pages as needed.

Student Learning Results

Student Learning as a

Priority

Instructional Plan

Implemen

tation

Faculty Developmen

t

Learning Environmen

t

Decision M

aking

Leadership Developmen

t

School M

anagem

ent

Communication

Professional and Ethical

Beh

aviors

138

Appendix R

139

The Elements of a STAR Behavior Example

The Situation or Task facing the candidate: Why?

The Action the candidate took: What did he/she do and how was it done?

The Results or changes caused by these actions: Effect of Action?

Rating for each Behavior Example

5 – Much more than acceptable: Significantly exceeds criteria for successful job performance as a

principal (outstanding)

4 – More than acceptable: Exceeds criteria for successful job performance (excellent)

3 – Acceptable: Meets criteria for successful job performance as a principal (very good)

2 – Less than acceptable: Generally does not meet criteria for successful job performance as a

principal (below average)

1 – Much less than acceptable: Significantly below criteria for successful job performance as a

principal (unacceptable)

140

RATING

BEHAVIORAL EXAMPLE #

Florida Principal Leadership Standard #_______

Date of Behavioral Example______________

The School District of Osceola County, Florida School Principal Preparation Program

On-the-Job Behavioral Example

Developing Principal: Standard Name: Situation or Task Narrative: Actions: Results: Feedback from Consulting Principal: ____________________________ ___________________________ _________________ Consulting Principal Name (please print) Consulting Principal Signature Date

141

Appendix S

142


Preparing New Principals Program

Completion Checklist

Developing Principal: ___________________________________________

Two Leadership Development Plans Included and Executed

____________________________ ____________________________ School Year School Year

Florida Principal Leadership Standards Completed (check if completed) Student Learning Results __________

Student Learning as a Priority __________ Instructional Plan Implementation __________ Faculty Development __________ Learning Environment __________ Decision Making __________ Leadership Development __________ School Management __________ Communication __________ Professional and Ethical Behaviors __________

Shadowing Experiences (minimum of two days, or 12 hours, required) Date Person/Location Time at Location Standards Addressed _________ ______________ ______________ ____ ________________________ _________ ______________ ______________ ____ ________________________ _________ ______________ ______________ ____ ________________________ _________ ______________ ______________ _____ ________________________

143

Professional Development Requirement: (Minimum of 150 hours in leadership and/or management) Attach Inservice Printout; highlight Leadership points beginning with 7 _____________Total Hours

Team Meetings (minimum of four per year) Date Date Date ________________ _________________ ________________ ________________ _________________ ________________ ________________ _________________ ________________ ________________ _________________ ________________

This is to certify that the candidate (Developing Principal) has completed all the requirements of the Preparing New Principals Program. Date Developing Principal ____________________________ ______________ Supervising Principal ____________________________ _______________ Consulting Principal ____________________________ _______________ District Senior Manager ____________________________ _______________

144

Appendix T

145

School Leadership Training and Development Committee 2013

Name Position Level

Brizendine, Lissette Assistant Superintendent District

Burdette, Stacy Principal Elementary

Campbell, John Principal Elementary

Casado, Rolando Assistant Principal High School

Cope‐Otterson, Tammy Chief Officer District

Davis‐Simmons, Trenisha Principal Elementary

DeRight, Matt Assistant Principal K‐8

Dierickx, Megan Assistant Principal Middle

Franceschi, Janice Director District

Henniger, Michelle Principal Middle

Munas, Mark Assistant Superintendent District

Thompson, Cederic Nova Univ. Representative University

Touchton, Debra Stetson Univ. Representative University

Varela, Fernando Troy Univ. Representative University

146

Appendix U

147

Qualified Program Staff

Florida Department of Education

Protocol Standards and Evidence 3.1.6 Leadership Development Checklist

Consulting and Supervising Principals for the Preparing New Principals Program: In accordance with Florida Department of Education Protocol Standards and Evidence 3.1.6 Leadership Development Checklist, please list below your educational background and administrative Positions that you have held in K-12 settings (examples: Assistant Principal, Principal, Director in an educational setting where supervision of teachers was a major responsibility of the position, etc.). Please include the beginning and ending dates of each position included. Thank you for your assistance. Name: Educational Background: Administrative Positions and Dates:

148

Certification of Preparing New Principal Programs Staff This is to certify that ________________________________________________________ has successfully demonstrated implementation of the current Florida Principal Leadership Standards and is a qualified member of the Preparing New Principals Leadership Support Team. ______________________________________________ Mark Munas, Assistant Superintendent for School Support Services _______________________________________________________ Date

Professional Development Certification Program, Osceola

Handbook

2015-2016 Osceola District Schools

Office of Professional Development 407-518-2940

Roles and Responsibilities Building Level Administrator Responsibilities *Provide a school-based orientation for the new teacher *Provide an overview of the Instructional assessment System *Assign a paid mentor teacher for status 3 and status 9 new teachers (one-on-one ONLY) *Assign a volunteer mentor for all new instructional employees *Conduct an observation within the first 45 days of employment *Participate in the development of the Individual Professional Development Plan *Certify completion of the Professional Education Competencies

*Provide Lead facilitator, Professional Development Team (PD Team), and mentors with information regarding new instructional employees *Require all new instructional employees to complete the online Child Abuse and Professional Ethics course within the first 45 days of employment

PD Lead Each school has one designated Lead Facilitator.

*Maintain an updated list of all new teachers and mentors at the school *Assist in coordinating activities at the school for new teachers

*Paid at a rate of 8 hours per semester *School based representative on Professional Development Council

*Attend Professional Development Council meetings as scheduled *Assist in coordinating and developing Professional Development Plan at the school-based level *Assist administration with Individual Professional Development Plans

Mentor Teacher

*Assigned to status 3 and status 9 teachers new to the District *Mentors should be paid for ONE status 3 or status 9 teacher ONLY. You may volunteer to assist with as many as you like, but will only be paid for one. *Mentors will be paid up to 8 hours per semester per one new alternative certificate teacher *Mentors MUST complete a minimum of one classroom formative observation per semester. These must be documented using the pre-observation conference, formative observation and post-observation conference forms. These documents need to be included in the new teacher’s portfolio.

Mentor Teacher Criteria *Holds a valid Professional Educator’s Certificate *Has a minimum of three years teaching experience

*Trained in using observation tools, conferencing, and Professional Development Plans through the completion of Clinical Educator Training, and or Mentor Training

*Demonstrates effective teaching performance *Employed at the same school and in the same subject/expertise area as the new teacher whenever possible *Has Highly Effective or Effective on evaluations

Payroll Requirements for Lead Facilitators and Mentors *Only record hours that are outside your normal work times (you cannot be paid twice for the same hours). *The following list includes sample items that you can be paid for: -Delivery or planning of training -Pre and Post Observation Conferences -Observations outside the normal scheduled hours -Time used to develop a school Professional Development Plan (Facilitators and PD Team members) -Conferences/Meetings with the new teacher designed to improve performance or to provide instruction on methods -Time spent on portfolio development -If you question whether or not to claim hours for payment, ask yourself this question: “How is this time DIRECTLY related to training or to the development of a new teacher?” *The following list you CANNOT be paid for: -normal work hours -Non-training related (personal lesson planning, regular school meetings/activities, social functions, athletic functions, chaperoning or supervising student activities, duties that are part of your normal work expectations, participating in committee work, etc.

Status of New Teachers

Status 1: Graduated from an approved college of education in the state of Florida. This teacher will be issued a Professional Certificate valid for 5 years. There are no state requirements to fulfill. All tests and competencies and coursework have been met in the undergraduate program. Status 2: Teacher coming from out of state with less than 2 years’ experience. May have some tests to pass, (Subject Area, General Knowledge, and Professional Education). The required tests will be listed in the teachers Statement of Eligibility issued by the Department of Education. This teacher has an education degree. Status 3: Teacher has completed all the necessary coursework but must complete the portfolio. May have some tests to pass. Teacher did not satisfy the internship requirement according to their transcript. Status 4: Coming from out of state with a valid certificate from that state that Florida recognizes. Will be issued a Professional Certificate. Status 5: Already has a valid Florida Professional Certificate. Status 6: Completed a portfolio in another Florida District but may have some tests to complete. Status 7: A carryover from the previous year. Needs to complete all requirements on temporary certificate in order to be issued a professional certificate Status 8: Speech Therapist. Has a 2 year temporary in which time they must complete the portfolio and be admitted into a Master’s Level Program. Then will be issued a onetime 5 year Professional Certificate in order to complete a Master’s Program Status 9: Non education majors who have the competencies, the tests and college coursework to complete. Statements of eligibility from DOE will outline the coursework. A person needing 20 semester hours will need: 3 hours in Sociological Foundations 3 hours in Psychological Foundations 6 hours in General Methods 2-3 hours in Special Methods based on their certification eligibility 6 hours will be waived for completing 2 years of teaching The number of hours can vary depending on what is acceptable to DOE from their transcripts.

Portfolio

(*See note on this page)

All status 3, 8, and 9 must complete a portfolio that shows demonstration of Professional Education Competencies. The portfolio consists of 16 competencies and 6 in-service offerings: Effective Teacher Series 8 hours Professional Ethics (online or in-service) Performance Standards 3 hours Child Abuse (online or in-service) Suicide Prevention (online or in-service) Alcohol and Drug Abuse (online or in-service) If you are required by your Statement of Eligibility to take coursework, you will need to contact DOE at 1-800-445-6739 for course approval. You will need to tell them 1) the requirement you need to satisfy according to your Statement of Eligibility, 2) the name of the college, 3) the name of the course, 4) the course prefix and number, 5) the course description from the college catalog and 6) the number of semester hours being awarded. In-service points cannot be used towards satisfying professional prep requirements for certification. You must obtain college credit which must be posted on an official college transcript.

*PLEASE NOTE: Portfolios should be completed with all signatures and submitted to Professional Development while you are employed by the School District of Osceola County, Florida. Portfolios submitted after the lapse of a temporary certificate or after a teacher is no longer an employee will be rejected.

THE SCHOOL DISTRICT OF OSCEOLA COUNTY, FLORIDA Professional Development Certification Program, Osceola

New Educator Name: __________________ School Employee ID number __________________________ Address: _____________________ City:_____________________ State: ___ Zip: ______ Telephone: _________________________ Program/Hire Date: / / Facility/#: ____________________________ Mentor: Temporary Certificate Expiration Date: / /

Completion Statement

The above named participant has satisfactorily completed the competencies as stated in FS 1012.52 Teacher quality; legislative findings. Administrator Signature_____________________________________________________Date____________________________________

OPTION #2 Requirements for Professional Education Competence (portfolio)

Date of In-service Observations __/__/____Effective Teacher Series 2 by administrator __/__/____Performance Standards Date: / / __/__/____Professional Ethics Date: / / __/__/____Signs of Child Abuse 1 per semester by mentor __/__/____Signs of Drug and Alcohol Abuse Date: / / __/__/____Suicide Prevention Date: / /

Teachers who need to provide evidence of Professional Education Competencies need to complete the portfolio. A requirement of the portfolio is a passing score on all sections of the General Knowledge Test or passing scores from the Florida CLAST prior to July 1, 2002. Page 1 of 4 FC-710-1895 (rev.7/03)

An Equal Opportunity Agency

The School District of Osceola County, Florida Professional Development Certification Program, Osceola

Desirable Effective Qualities for Educators

New Educator Name: School/Worksite: School Employee ID#: Method of Documentation: A: Interview B: Observation C: Inservice/Online D: Samples E: Tests F: Other

DESIRABLE EFFECTIVE QUALITY EVIDENCE METHOD INITIALS QUALITY #1: Write and speak in a logical and understandable style, using appropriate grammar and sentence structure, and demonstrate a command of standard English, enunciation, clarity of oral directions, and pace and precision in speaking.

General Knowledge Test (to be passed

within first year of hire)

E

QUALITY #2: Read, comprehend, and interpret professional and other written material



E

QUALITY #3: Compute, think logically and solve problems



E

QUALITY #4: Recognize signs of students’ difficulty with the reading and computational process and apply appropriate measures to improve students’ reading and computational performance

Approved MIP reading inservice and math inservice

AIP/IEP identifying reading and math difficulties including interventions employed

QUALITY #5: Recognize patterns of physical, emotional and intellectual development in students, including exceptional students in the regular classroom

Referral to appropriate resource Anecdotal record identifying patterns

including interventions Appropriate AIP/IEP

QUALITY #6: Recognize and demonstrate awareness of the educational needs of students who have limited proficiency in English and employ appropriate teaching strategies

ESOL Inservice ESOL strategies checklist attached to

lesson plans

QUALITY #7: Use and integrate appropriate technology in teaching and learning processes and in managing, evaluating, and improving instruction

Total of three (3) hours of approved MIP technology inservice

Samples of teacher generated work implementing technology

QUALITY #8: Use assessment and other diagnostic strategies to assist the continuous development and acquisition of knowledge and understanding the learner.

Required inservice on Performance

Standards

Page 2 of 4 An Equal Opportunity Agency FC-710-1895 (rev.7/03)


Professional Development Certification Program, Osceola

Desirable Effective Qualities for Educators New Educator Name: School/Worksite: School Employee ID#: Method of Documentation: A: Interview B: Observation C: Inservice/Online D: Samples E: Tests F: Other

DESIRABLE EFFECTIVE QUALITY EVIDENCE METHOD INITIALS QUALITY #9: Using teaching and learning strategies that include consideration of each student’s learning styles, needs and background

Lesson plans that include appropriate

LEP / AIP / IEP interventions

QUALITY #10: Demonstrate the ability to maintain a positive, collaborative relationship with students’ families to increase student achievement

Parent conference logs Samples of regular correspondence with

parents

QUALITY #11: Recognize signs of tendency toward violence and severe emotional distress in students and apply techniques of crisis intervention

Required inservice on Signs of Violence

and Suicide Prevention

C

QUALITY #12: Recognize signs of alcohol and drug abuse in students and know how to appropriately work with such students and seek assistance designed to prevent future abuse

Required inservice on alcohol and drug

abuse

C

QUALITY #13: Recognize the physical and behavioral indicators of child abuse and neglect and know rights and responsibilities regarding reporting

Required inservice on Child Abuse

C

QUALITY #14: Demonstrate the ability to maintain a positive environment in the classroom while achieving order and discipline

Implement effective management plan

QUALITY #15: Demonstrate the ability to grade student performance effectively

Teacher generated tests (pre- and post-) such as criterion referenced tests described in The Effective Teacher Series

QUALITY #16: Demonstrate knowledge and understanding of the value of and strategies for, promoting parental involvement in education

Plan and implement parent involvement activities (i.e. Parent Night, mentoring, tutoring, FCAT training for parents, SAC committees, use of Pinnacle and / or Homework Hotline, teacher website, etc.)

Page 3 of 4 An Equal Opportunity Agency FC-710-1895 (rev.7/03)

The School District of Osceola County, Florida Professional Development Certification Program, Osceola

ALTERNATIVE CERTIFICATION OPTIONS FOR TEACHERS IN OSCEOLA DISTRICT SCHOOLS

OPTION 1 Professional Development Certification Program

OPTION 2 Novice Educators Training

Two year program Attend Orientation Attend required inservice within 1st year Provide evidence of 16 Desirable Effective Qualities for

Educators within 1st year (PEC) Complete practical teaching experience as outlined on your

Florida Statement of Status of Eligibility Complete all test requirements Complete professional prep education coursework as outlined

on your Florida Statement of Status of Eligibility

OPTION 3 Other Acceptable Programs

Educator Preparation Institute (EPI) offered

through Valencia Community College This is a CERTIFICATE ONLY PROGRAM with partial reimbursement of expenses through The Osceola Education Foundation Documentation of 16 Desirable Effective Qualities NOT REQUIRED except online Child Abuse Training - OR -

American Board for Certification of Teacher

Excellence (ABCTE) Check website at: https://mypass.abcte.org Documentation of 16 Desirable Effective Qualities is required (PEC)

Page 4 of 4

An Equal Opportunity Agency FC-710-1895 (rev.7/03)

Accomplished Practices/Desirable Qualities AP #1 Assessment/ 5, 6, 8, 9, 15 AP #7 Human Development and Learning/ 5, 11/12, 13 AP #2 Communications/ 1, 2, 10, 16 AP #8 Knowledge of Subject Matter/ 15 AP #3 Continuous Improvement/ 2, 8, 9, 10, 15 AP #9 Learning Environments/ 10, 14 AP #4 Critical Thinking/ 3, 4 AP #10 Planning/ 8, 9 AP #5 Diversity/ 6 AP #11 Role of the Teacher/ 10, 14, 16 AP #6 Ethics AP #12 Technology/ 7 A full text of the Accomplished Practices can be found in the Professional Development Certification Program, Osceola manual including sample indicators. The Desirable Qualities with acceptable evidence are listed on pages 2 and 3.


COMPONENT NUMBER: 1000402 COMPONENT TITLE: Fine Arts MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to improve and broaden the knowledge of individuals in fine arts. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Identify techniques for promoting the value of fine arts for children. 2. Identify techniques for promoting the necessity of fine arts for children 3. Identify fine arts terms. 4. Identify strategies for recognizing and implementing each fine art. 5. Identify strategies for documenting curriculum and model programs. 6. Remain aware of legislative issues that affect education and the arts. 7. Identify national standards for arts education. 8. Implement National Standards Fine Arts Education in the curriculum. 9. Implement Florida Sunshine State Standards in the curriculum. 10. Identify techniques for making fine arts essential to life in schools and communities. 11. Identify strategies for making fine arts a basis for a complete education. 12. Identify strategies that will expose students to cultural resources. 13. Identify strategies that will expose students to an ethnic diversity of communities. 14. Address cultural inclusiveness diversity to insure preservation. 15. Identify techniques for developing and maintaining a quality arts education program. 16. Identify strategies which will enable students to express themselves. 17. Identify strategies for including arts in school improvement plans. 18. Create and distribute resource materials. 19. Identify strategies for soliciting donations/dollars for arts class materials. 20. Identify strategies for incorporating fine arts into the curriculum. 21. Develop lesson plans/units around fine arts.

SPECIFIC ACTIVITIES: Each participant will engage in activities designed to meet the objectives of the training session, including the following:

1. Take part in lecture, demonstration, and discussion concerning fine arts, the various areas in fine arts, value to the community, and importance in a complete education.

2. Develop lesson plans/units of instruction incorporating fine arts into age appropriate instruction which meets Florida Sunshine State Standards and Goals 2000 objectives.

3. Interpret and paraphrase readings related to the various aspects of fine arts. 4. Assess and/or critique presentations based on knowledge of subject matter. 5. Participate in discussions relating to appropriate topics. 6. Participate in individual and group study activities. 7. Review and evaluate various fine arts materials. 8. Visit other school programs.

EVALUATION: To the satisfaction of the consultant, each participant will:

1. Demonstrate increased competency on 80% of the specific objectives of the component as determined by pre- and

post-tests (80% accuracy) or other valid measures, as determined by the instructor. 2. Complete assigned activities. 3. Participate in discussions and exercises. 4. Demonstrate proficiency in a selected activity while being observed by designated personnel. 5. Complete an evaluation of the effectiveness of both the component and consultant, using Professional Development form SDP-03.



COMPONENT NUMBER: 1000403 COMPONENT TITLE: Art MAXIMUM POINT VALUE: 60 SCOPE: Instructional Personnel GENERAL OBJECTIVES: To broaden the knowledge and increase the competencies of the participant in art. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Identify the importance of teaching art at all grade levels. 2. List the different media of art. 3. Identify materials necessary to teaching the different media of art. 4. Identify the various methods involved in the teaching of art. 5. Identify the various techniques and strategies used for implementing art in the curriculum. 6. Develop a plan to integrate techniques for an art medium into a subject area. 7. Develop a variety of low-cost art items for appropriate grade levels. 8. Identify easy-to-make art projects for various grade levels. 9. Create simple designs from varied materials. 10. Develop an art project for the appropriate grade level.

SPECIFIC ACTIVITIES: Each participant will:

1. Attend lectures/ discussions. 2. Attend demonstrations. 3. Participate in hands-on activities for art. 4. Review and evaluate techniques for teaching art. 5. Develop a lesson plan incorporating a technique for teaching an art medium. 6. Develop a unit for a particular art medium. 7. Develop various items to be used for low-cost art projects. 8. Develop an art project for an appropriate grade level. 9. Create simple designs using various materials.

EVALUATION: To the satisfaction of the consultant, each individual will:

1. Complete assigned activities. 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post- assessment or

by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5).

In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


COMPONENT NUMBER: 1000815 COMPONENT TITLE: The Arts In Exceptional Education MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: Participants will increase awareness of unique visual and/or performing art skills for exceptional students by incorporating various art techniques in the exceptional student education classroom. (Ref: Florida Statutes 231.17 (3) 5)


COMPONENT NUMBER: 1002453 COMPONENT TITLE: Career Education Basic DATA ELEMENTS: Primary Purpose (PP) C Delivery Method (DM) A Evaluation F Follow-up Method (FM) O MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to broaden the knowledge and increase the competencies in the area of Career Education, provide participants with information on current employment trends, and training opportunities. SPECIFIC OBJECTIVES: At the conclusion of the component, the participant will be able to:

1. Demonstrate knowledge of a variety of careers. 2. Demonstrate knowledge of career training paths and options for training, as well as locally available career training

opportunities. 3. Demonstrate knowledge of the dynamics of hiring. 4. Demonstrate knowledge of the appropriate construction of an application, letter of interest, resume and other job

related paperwork. 5. Identify the elements of an employment evaluation/assessment. 6. Identify employment trends both locally and nationally. 7. Locate sources of wage information for a variety of careers. 8. Demonstrate the elements of a job interview and the selection process. 9. Identify state and Federal regulation relative to employment. 10. Demonstrate knowledge of rules governing sexual harassment in the workplace and laws governing equal

employment opportunities. 11. Demonstrate an awareness of integrating employability skills into various aspects of the curriculum. 12. Identify career education curricula, materials and activities that can be integrated into other subject areas. 13. Identify sources of financial assistance for students seeking vocational or college training for careers. 14. Identify training and employment opportunities for special needs students. 15. Identify career programs available to disadvantaged students. 16. Locate community resources for employment. 17. Locate community resources for job shadowing, speakers, job fairs, etc. 18. Identify career search systems. 19. Identify post-secondary institutions both locally and nationally available to students for career preparation.

SPECIFIC ACTIVITIES: Participants will complete the following:

1. Attend workshop presentations. 2. Visit post-secondary training sites. 3. Explore career search engines and sites. 4. Participate in role playing, simulations, mock interviews, and practice. 5. Research career training centers.


1. Demonstrate increased competency on 80% of the specific objectives of the component as determined by pre/post

testing or other valid methods/measures as determined by the instructor. 2. Complete assigned activities. 3. Participate in discussions and exercises. 4. Demonstrate proficiency in a selected activity while being observed by designated personnel. 5. Complete an evaluation of the effectiveness of both the component and the consultant using Professional

Development form SDP-03. IMPLEMENTATION DATE: July 1, 2009


COMPONENT NUMBER: 1004405 COMPONENT TITLE: Foreign Language MAXIMUM POINT VALUE: 60 SCOPE: Foreign Language Teachers GENERAL OBJECTIVES: To further the knowledge and broaden the competencies of participants in teaching a foreign language. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Identify the importance of teaching foreign language. 2. Identify the differences and similarities of foreign languages. 3. Identify the availability of materials for various foreign languages. 4. Develop materials in the appropriate foreign language for classroom use. 5. Identify different teaching methods for foreign languages. 6. Adapt various teaching techniques and strategies for foreign languages. 7. Identify various assessment materials pertaining to foreign languages. 8. Plan a lesson for a specific skill in the appropriate foreign language. 9. Diagnose problem areas in specific skills for the appropriate foreign language. 10. Prescribe learning activities to provide remediation in areas of skill weakness in a foreign language. 11. Implement a lesson to meet the needs of an individual student.


1. Attend lectures/ discussion. 2. Attend demonstrations. 3. Participate in hands-on use of materials for teaching foreign languages 4. Review and evaluate materials for use in foreign languages. 5. Review and evaluate available assessment materials. 6. Review and evaluate different techniques and strategies in the teaching of foreign languages. 7. Develop a technique for teaching a skill in the appropriate language. 8. Develop a unit for a specific area. 9. Construct a game for teaching a foreign language skills. 10. Review and evaluate collected data for student weaknesses in a foreign language. 11. Develop a lesson plan for an appropriate foreign language skill.






COMPONENT NUMBER: 1004406 COMPONENT TITLE: Conversational Spanish MAXIMUM POINT VALUE: 30 SCOPE: All Personnel GENERAL OBJECTIVES: To further the knowledge and broaden the competencies of participants in teaching a foreign language. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Greet a Spanish speaking person. 2. Give or receive directions. 3. Ask or give the time of day. 4. Read and order from a menu. 5. Assist a Spanish speaking person in completing a job application. 6. Count from 1 to 1000 in Spanish 7. Discuss money, colors, age, occupations, and sites in Spanish. 8. Assist a Spanish speaking person in an emergency in hospital directions, doctor, nature of emergency, etc.


1. Attend lectures. 2. Complete practice exercises. 3. Participate in dialogues. 4. Perform simulations. 5. Recite orally. 6. Listen to tapes and records.

EVALUATIONS: To the satisfaction of the consultant, each individual will:

1. Complete assigned activities. 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- andpost- assessment or

by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


COMPONENT NUMBER: 1004407 COMPONENT TITLE: Conversational Spanish II MAXIMUM POINT VALUE: 30 SCOPE: All Personnel GENERAL OBJECTIVES: To provide the participant with a working knowledge of Spanish in order to facilitate communications with a Spanish speaking person. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Count cardinal numbers to millions, and ordinal numbers from first to twelfth. 2. Identify weather expressions. 3. Identify Spanish speaking countries their capitals, nationalities and common holidays. 4. Identify parts of the body, hospital, health and emergency vocabulary. 5. Rewrite basic Spanish expressions with the verbs to have, to be, to like. 6. Express wishes, obligations, excuses and preferences. 7. Shop for common objects. 8. Identify road signs and other transportation related items. 9. Introduce and meet people.


1. Attend lectures. 2. Complete practice exercises. 3. Participate in dialogues. 4. Perform simulations. 5. Recite orally. 6. Listen to tapes and/or records.





COMPONENT NUMBER: 1005408 COMPONENT TITLE: Nutrition Education MAXIMUM POINT VALUE: 30 SCOPE: Health Curriculum Specialist GENERAL OBJECTIVES: To increase the competence and broaden the knowledge of the participant in the area of nutrition education. SPECIFIC OBJECTIVES: Upon completion, participant will be able to:

1. Figure the classifications of food into the four food groups. 2. Identify the number of daily servings needed from each of the four food groups for the appropriate age group. 3. Identify amounts of food which approximate single servings from each of the four food groups. 4. Analyze selections of food to determine whether they meet daily requirement recommendations for the four food

groups. 5. Apply nutritional skills to daily life using own food choices, restaurant menus and diet plans. 6. Figure the cost per serving for various food items. 7. Identify those items within a food group which are more economical on a cost-per-serving basis. 8. Identify the effects of nutrition upon the behavior and learning of students. 9. Express methods and techniques for informing parents of developments in the area of nutrition 10. Identify food additives in commercial food products. 11. Identify the effect of food additives upon the behavior and learning of students. 12. Identify fundamentals involved in good nutrition practices and their effects of growth and development. 13. Express the importance of the correct nutrition for a diabetic child.


1. Attend lectures. 2. Participate in discussions. 3. Participate in demonstrations. 4. Participate in programs on nutrition’s 5. Review and evaluate available materials on nutrition. 6. Review and evaluate materials for the diabetic child. 7. Develop a unit on teaching a nutritional skill for the appropriate grade level. 8. Plan food selections for one day using cost-per-serving information. 9. Construct a nutrition chart for the appropriate grade level, based on the four food groups. 10. Review and examine restaurant menus as to their nutritional value. 11. View filmstrips and videotapes available for the appropriate grade level. 12. Plan a program for a nutrition-poor student at the appropriate grade level. 13. Plan a nutritional booklet for parent and student home use. 14. Review and evaluate commercial food labels.


COMPONENT NUMBER: 1006411 COMPONENT TITLE: Humanities MAXIMUM POINT VALUE: 60 SCOPE: All Teachers GENERAL OBJECTIVES: To increase the competencies and broaden the knowledge of the participant in the area of humanities. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. List the importance of humanities at all grade levels. 2. Name the different areas of humanities. 3. List the available materials for humanities. 4. Identify skills relevant to teaching humanities at the appropriate grade level. 5. Use the techniques and strategies in the teaching of the artistic areas of humanities. 6. Use the techniques and strategies in the teaching of the intellectual areas of humanities. 7. Use the techniques and strategies in the teaching of the political area of humanities. 8. Use the techniques and strategies in the teaching of the historical area of humanities. 9. Implement a lesson is an area of humanities. 10. Plan a project for an area of humanities.


1. Attend lectures and discussion for different areas of humanities. 2. Participate in hands-on projects. 3. Develop a unit for teaching an area of humanities. 4. Develop a lesson plan for a specific area in humanities. 5. Develop a multi-media box for a particular area of humanities. 6. Develop a project that could be used in a humanities class for the appropriate level.


1. Complete assigned activities. 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post- assessment

or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


COMPONENT NUMBER: 1007417 COMPONENT TITLE: Math/Science Integration - Elementary MAXIMUM POINT VALUE: 60 SCOPE: Math Teachers GENERAL OBJECTIVES: To provide participants with an increased knowledge of the concepts of integrating higher order mathematical and scientific skills into their elementary classrooms through various media. SPECIFIC OBJECTIVES: Upon completion of the component, the participant well be able to:

1. Identify the areas of mathematical study. 2. Use problem solving techniques, processes and strategies. 3. Use graphing concepts/principles. 4. Use geometry concepts/principles. 5. Use measurements concepts/principles. 6. Use fractional number concepts/principles. 7. Define and discuss the scientific method of inquiry. 8. Identify the areas of scientific study. 9. Identify the purposes of our National Park System. 10. Identify the concepts/principles of Archeology. 11. Identify the concepts/principles of the study of zoology. 12. Define and discuss ecosystem. 13. Identity the concepts/principles of Environmental Science. 14. Discuss the impact of population growth/expansion on the ecosystem. 15. Identify the principles/concepts of Astronomy. 16. Identify the principles/concepts of Meteorology. 17. Identify the principles/concepts of Geology. 18. Identify the principles/concepts of Geography. 19. Identify the principles/concepts of Oceanography. 20. Discuss teaching techniques which apply real-world problem-solving to classroom math and science lessons. 21. Utilize computer software in the teaching of mathematics and science in their classroom. 22. Identify critical resources available throughout the instructional media center for the teaching of science and

mathematics. 23. Use math manipulatives in the classroom. 24. Use problem-solving techniques in the classroom. 25. Use critical-thinking techniques in the classroom. 26. Integrate math and science to provide more relevancy in instruction, more effective use of time and more excitement

in learning. 27. Develop cooperative learning activities for students. 28. Cite resources available from the community to utilize in math/science instruction. 29. Discuss the advantages of interdisciplinary instruction for mathematics and science. 30. Discuss the use of hands-on experiments as an element of instruction. 31. Design a laboratory experiment to be utilized in the classroom. 32. Evaluate the suitability of certain equipment to the study of math/science in the elementary classroom.

SPECIFIC ACTIVITIES: The component will include the following instructional activities:

1. Readings 2. Discussions 3. Lectures 4. Computer Instruction 5. Videos 6. Field Trips 7. Field Experiments 8. Classroom Lectures 9. Presentations - Guest Speakers 10. Individual/ Group Study Projects.






COMPONENT NUMBER: 1008412 COMPONENT TITLE: Language Arts MAXIMUM POINT VALUE: 60 SCOPE: Language Arts Teachers GENERAL OBJECTIVES: To further the knowledge and increase the competencies of the participant in the area of language arts. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Name the importance of language arts at all grade levels. 2. Identify the various areas of language arts. 3. Discuss methods used for promoting language skills. 4. Develop techniques for teaching language skills. 5. Evaluate the techniques for teaching language skills. 6. Understand the different kits, programs, and other materials relevant to the teaching of language arts. 7. Adapt language arts materials for the appropriate levels of students. 8. Apply the creative writing processes and strategies. 9. Discuss the spelling processes and strategies. 10. Discuss the literature processes and strategies. 11. Discuss the language study processes and strategies. 12. Discuss the reading processes and strategies. 13. Discuss the listening skills processes and strategies. 14. Discuss the verbal communication processes and strategies. 15. Name teaching techniques and strategies for different areas of language arts. 16. List available assessment materials. 17. Analyze data in order to establish areas in which competence has not been demonstrated by the student. 18. Diagnose problem areas in language arts skills for individual students. 19. Prescribe learning activities to provide remediation in areas of skill weakness. 20. Implement a lesson to meet the competence for an individual student. 21. Awareness of current selections in literature for the appropriate grade levels.

SPECIFIC ACTIVITIES: Each participant will: 1. Attend lectures/discussions.. 2. Attend demonstrations. 3. Participate in hands-on use of materials for teaching language arts. 4. Review and evaluate materials for use in language arts. 5. Review and evaluate different techniques for teaching language arts. 6. Develop a technique for teaching a skill in an area or areas of language arts. 7. Develop a lesson plan incorporating a technique for teaching a skill in language arts. 8. Develop a unit for a particular area of language arts. 9. Construct a learning center for a language arts skill. 10. Review and evaluate collected data for student weaknesses in language arts. 11. Develop a plan for diagnosing and remediating individual student weaknesses. 12. Construct a resource box of story starters for creative writing for the appropriate level. EVALUATON: To the satisfaction of the consultant, each individual will:


COMPONENT NUMBER: 1008413 COMPONENT TITLE: English MAXIMUM POINT VALUE: 60 SCOPE: English Teachers GENERAL OBJECTIVES: This component is designed to broaden participants’ knowledge and increase their awareness in the area of English, including reading, writing and linguistics. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. List the steps in the writing process. 2. Use effective prewriting techniques. 3. Use effective techniques to integrate left and right brain processes in writing. 4. Generate topics relevant to the writer. 5. Evaluate his own writing in at least four ways. 6. Use writing as a study skill. 7. Prepare a piece of writing for publication. 8. Increase his retention and comprehension in reading. 9. Determine reading rate appropriate to the type of reading material being used. 10. Determine effective methods of increasing his/her vocabulary retention. 11. State the purpose and format of a learning log. 12. List graphic devices used to enhance reading comprehension. 13. Name the purpose and scope of linguistics. 14. Name the major geographical dialects of U.S. English and their variances. 15. List several types of dialects other than geographical. 16. Identify issues involved in the use of various dialects. 17. State the purpose and scope of morphology and phonology. 18. Discuss the origins of and historical influences upon the English language.


1. Attend lectures and demonstrations. 2. Generate writing topics through prewriting activities such as brainstorming, narrowing, and webbing. 3. Participate in class activities. 4. Involve sight and sound, smell, touch, and taste in prewriting activities. 5. Participate in evaluative conferences and procedures. 6. Complete writing exercises as a means of increasing reading comprehension. 7. Create several pieces of original writing and take some of them through all steps of the writing process. 8. Design a personal method of guided reading. 9. Analyze a reading selection’s purpose and difficulty. 10. Design two methods of vocabulary study. 11. Complete a learning log. 12. Analyze a reading selection’s use of graphic devices. 13. Locate the three geographical dialects of English on a map of the U.S. 14. Describe how dialects differ. 15. Describe and tell the purpose of several dialects other than geographical dialects. 16. Define “morphology”, “phonology”, and “linguistics.”. 17. Analyze the phonology of American English. 18. Define several terms relevant to the study of linguistics, morphology, and phonology. 19. Trace the origins of and historical influences on the English language.


COMPONENT NUMBER: 1009401 COMPONENT TITLE: Mathematics/ Science Teacher Enhancement Training MAXIMUM POINT VALUE: 20 SCOPE: Elementary Teachers GENERAL OBJECTIVES: To broaden the knowledge and increase the competencies of participants in integrating math, science, and computers using the most current technology proven, hands on teaching techniques. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Demonstrate the use of computers and other technology to teach math and science. 2. List teaching strategies including hands-on techniques and the inquiry-oriented discovery approach. 3. Implement real world experiences into instruction. 4. Develop cooperative learning among students, teachers and school. 5. Integrate subject area to provide more relevancy in instruction, more effective use of time and more excitement in

learning. 6. State techniques to increase community and school integration. 7. Use math manipulative in the classroom. 8. Use problem solving techniques and critical thinking skills in math and science. 9. Cite community resources that include real-world experiences. 10. List recognition techniques for math and/or science achievement through a science fair or county math and science

expo.


1. Attend lectures, discussions and workshops. 2. Participate in hands-on use of games, manipulatives and computers. 3. Review and evaluate available materials for appropriate areas of math and science. 4. Perform mathematical and scientific experiments and demonstrations. 5. Work through problem-solving activities. 6. Design a lab activity for appropriate grade level which integrates math and science. 7. Demonstrate awareness of safety procedures in the due of scientific equipment. 8. Visit community resources relating to math and science. 9. Promote and participate in a county-wide math/science/computer expo.

Evaluation: To the satisfaction of the consultant, each individual will:





COMPONENT NUMBER: 1009414 COMPONENT TITLE: Mathematics MAXIMUM POINT VALUE: 60 SCOPE: Math Teachers GENERAL OBJECTIVES: To broaden the knowledge and increase the competencies of the participant in the area of mathematics. SPECIFIC OBJECTIVES: At the conclusion of the component, the participant will:

1. Discuss the importance of mathematics at all grade levels. 2. Name the different areas included in mathematics. 3. List the materials available for all areas of mathematics. 4. Identify mathematic skills for appropriate levels. 5. Solve problems using integers (“signed numbers”). 6. Use problem-solving processes and strategies. 7. Use graphing concepts and principles. 8. Use geometric concepts and principles. 9. Use probability concepts and principles. 10. Analyze data in order to establish areas in which competence has not been demonstrated. 11. Use measurement concepts and principles. 12. Use fractional number concepts and principles. 13. Diagnose problem areas in math skills for individual students. 14. Prescribe learning activities to provide remediation in areas of skill weakness. 15. Discuss techniques and teaching strategies for appropriate areas of mathematics. 16. Discuss available assessment materials for mathematics. 17. Implement a lesson to meet the competencies for an individual student.


1. Attend lectures/discussions. 2. Attend demonstrations. 3. Participate in hands-on use of games, manipulatives, and instruments. 4. Review and evaluate available materials for appropriate areas of math. 5. Perform mathematical experiments. 6. Review and evaluate collected data concerning student weaknesses. 7. Develop a plan for diagnosing and remediating individual students’ skill weaknesses. 8. Develop a lesson plan for teaching an area of mathematics at the appropriate level. 9. Develop a unit plan for teaching an area of mathematics at the appropriate level. 10. Develop a learning center for a particular math skill at an appropriate level. 11. Construct a game for teaching a particular math skill at an appropriate level. 12. Review and evaluate available mathematics assessment material. 13. Review current mathematical publications.


COMPONENT NUMBER: 1009415 COMPONENT TITLE: College Math Concepts MAXIMUM POINT VALUE: 60 SCOPE: Elementary Teachers GENERAL OBJECTIVES: This component is designed for Pre K-6 teachers to increase competence in concepts of algebra, probability, logic and statistics. SPECIFIC OBJECTIVES: At the conclusion of a rigorous sixty hour mathematic component, each participant shall have developed the ability to:

1. Identify the intersection of two sets. 2. Perform operation on sets. 3. Identify the properties of Venn diagrams. 4. Apply the concepts/principles of informal logic. 5. Identify the truth value of a statement. 6. Identify a conditional statement. 7. Define a numeration system. 8. Identify the elements of the Real Number System. 9. Apply numeration concepts/principles within the Hindu-Arabic system. 10. List number systems with bases other than ten. 11. Perform computational skills with whole numbers using alternative algorithms. 12. Identify and perform computational skills with integers. 13. Perform computational skills on the set of rational numbers. 14. State properties of the set of real numbers. 15. Factor a non-prime integer. 16. Solve word problems using a systematic problem solving techniques. 17. Construct a bar graph, circle graph and a line graph. 18. Identify regular polygons with ten sides or less. 19. Apply the geometric principle of congruence. 20. Identify the parts of a geometric figure. 21. Calculate areas and perimeters of plane geometric figures. 22. Calculate the surface area of simple three dimensional figures. 23. Calculate volumes of simple three dimensional figures. 24. Solve elementary equations using the fundamental processes of algebra. 25. Find solutions to simple systems of equations. 26. Interpret the results of basic probability experiments. 27. Determine the probability of an event occurring. 28. Define the mean, median and mode of a set of numbers. 29. Interpret statistical data through the use of graphs.

SPECIFIC ACTIVITIES: Participants will:

1. Take part in seminars on various areas of mathematics. 2. Participate in discussions, demonstrations, and hands-on practice and assigned activities. 3. Perform probability experiments. 4. Work through problem-solving situations. 5. Complete graphing exercises. 6. Complete a product evaluation and development to meet the identified objectives on the component. 7. Perform activities using informal logic.





COMPONENT NUMBER: 1009416 COMPONENT TITLE: Algebra MAXIMUM POINT VALUE: 60 SCOPE: Math Teachers GENERAL OBJECTIVES: To broaden the knowledge and provide participants with a facility to apply the mathematical principles to the solution of a we variety of specific problems. SPECIFIC OBJECTIVES: At the conclusion of a rigorous sixty hour mathematic component, each participant shall have developed the ability to:

1. Identify the sets of natural numbers, whole numbers, integers, rational and irrational numbers, real numbers and complex numbers.

2. Identify the basic properties of the set of real numbers under the operations of multiplication and addition. 3. Perform operations on the set of complex numbers and its subsets. 4. Evaluate expressions involving additive inverses and absolute values. 5. Factor polynomials completely. 6. Perform operations which rational expressions. 7. Simplify expressions containing negative exponents and rational number exponents. 8. Use the properties of radicals to simplify the radical expressions involving the operations of addition, subtraction,

multiplication, and division. 9. Solve first degree equations using addition and multiplication, and division. 10. Solve equations containing fractions, decimals or parentheses. 11. Solve problems by translating to equations including number relationships, geometric formulas, investment

applications, mixture applications, uniform motion, and problems involving time to do a job. 12. Solve formulas and equations for indicated variables in terms of other variables. 13. Solve radical equations with one or two radical terms. 14. Find the equation of a line given a point on the line and its slope, given two points on the line, given a point on the

line and the equation of a line parallel or perpendicular to the line containing the point. 15. Solve an equation in quadratic form using the factor method, by completing the square, by the quadratic formula,

and by using u-substitution. 16. Apply the basic properties of inequalities to solve problems involving first degree inequalities and inequalities

involving absolute value. 17. Solve equations and inequalities involving rational expressions. 18. Apply the distance formula and the midpoint formula when given two points in a plane. 19. Given two functions, f (x) and g (x), identify the expressions that determine each of the following functions: f + g, f -

g, f x g, f/g, f ° g, g ° f. 20. Use graphs of functions to investigate properties of functions: symmetry, concepts of increasing, decreasing. 21. Use properties of functions and graphing techniques to graph specific functions: identity, absolute value, constant,

greatest integer, square root. 22. Solve applied problems using quadratic equations. 23. Graph quadratic functions and functions of degree greater than two. 24. Graph rational functions by locating x- and y- intercepts, extreme points, vertical and horizontal asymptotes. 25. Identify the standard forms for the equations of the graphs of conic sections: circles, ellipses, hyperbolas,

parabolas. 26. Graph the conic sections: circles, ellipses, hyperbolas, parabolas. 27. Use functions to describe relationships among variable quantities: direct variation, inverse variation, and joint

variation. 28. Solve and apply problem using exponential functions. (Calculator)

29. 29. Use logarithm properties of both common and natural logs to: a) write expressions as multiple of a sum or difference of logs b) write an expression as a single log, c) solve equations.

30. Solve applications using logarithms. (Calculator) 31. Solve a system of linear equations using elimination, substitution, matrix notation methods and Cramer’s Rule. 32. Evaluate determinants no larger then 3 x 3. 33. Find the partial fractions decomposition when given rational expression. 34. Identify the constraints and apply linear programming techniques to solve problems. 35. Use synthetic division, the remainder theorem, and the rational zero theorem to find the rational zeros and complex

zeros of polynomial functions. 36. Identify the conjugate of a complex number. 37. Determine the number of positive and negative zeros of a function. 38. Use the formulas for arithmetic and geometric sequences to find any unknowns in the formula. 39. Use the binomial theorem to: a) expand a given binomial, b) find a given term of a binomial 40. Use permutations to solve problems. (Calculator) 41. Interpret the results of basic probability experiments.


1. Take part in seminars on various areas of mathematics. 2. Participate in discussion, demonstrations, and hands-on practice and assigned activities. 3. Perform probability experiments. 4. Work through problem solving situations. 5. Complete graphing exercises. 6. Use a calculator in finding certain solutions. 7. Use a computer in finding certain solutions. 8. Complete a product evaluation and development to meet the identified objectives of the component.






COMPONENT NUMBER: 1009418 COMPONENT TITLE: Statistics MAXIMUM POINT VALUE: 60 SCOPE: Math Teachers GENERAL OBJECTIVES: The objective of this component is to broaden the knowledge and increase the competencies of the participants in the area of statistics and technology. SPECIFIC OBJECTIVES: Upon completion of the component, participants will show evidence of the ability to:

1. Use the Texas Instrument 81 calculator becoming familiar with: a) it’s menus and modes, b) its order of operations,

c) error messages, and d) roots, radicals, and exponents. 2. Draw a histogram, estimate center and spread, draw boxplots and relate boxplots and histograms to understand

variable data. 3. Using lists to solve variation/standard deviation and evaluate a mathematical expression. 4. Transfer data on the TI81. 5. Use matrices by creating a formula with weighted values and multiply the matrices. 6. Communicate linear models to communicate equivalent linear equations and absolute mean error. 7. Use lines as predictors. 8. Demonstrate least squares linear regression by absolute value and squaring. 9. Use probability as it relates to random numbers, relation frequency and long run stability. 10. Demonstrate normal distributions by measuring data histograms. 11. Use bivariate data to draw a model to illustrate residuals and create scatterplots, y=x line. 12. Demonstrate nonlinear models through residuals, transformations, and root mean squared error. 13. Demonstrate an understanding of geometric probability by generating approximation of pi, absolute value/shading

and waiting time simulation. 14. Use inference as it relates to likely/unlikely outcomes, 90% boxplots and confidence intervals. 15. Use Chi square distribution. 16. Use poisson distribution. 17. Use Hypo geometric distributions.


1. Take part in seminars on various areas of statistics 2. Participate in discussion, demonstrations, and hands-on practice and assigned activities. 3. Perform probability experiments. 4. Work through problem solving situations. 5. Use a calculator in finding certain solutions. 6. Use a computer in finding certain solutions. 7. Complete a product evaluation and development to meet the identified objectives of the component.


COMPONENT NUMBER: 1009440 COMPONENT TITLE: Arithmetic-Basic MAXIMUM POINT VALUE: 30 SCOPE: Instructional Personnel GENERAL OBJECTIVES: To further the knowledge and increase the competencies in arithmetic of the participants. SPECIFIC OBJECTIVES: Upon completion of the component, participant will:

1. Apply the elements of a number system 2. Apply numeration concepts/principles within the Hindu-Arabic system 3. Utilize computational skills and ideas with whole number using alternative algorithms 4. Identify concepts and principles of number theory 5. Utilize computational skills and ideas with rational numbers using alternative algorithms 6. Identify problem solving processes and strategies.

SPECIFIC ACTIVITIES: Each participant will complete the following activities:

1. Take part in lectures and discussion concerning arithmetic 2. Participate in demonstrations and hands-on projects 3. Work through problem-solving situations 4. Complete a product evaluation and development to meet identified objectives of the component 5. Review materials relevant to arithmetic 6. Construct a game for classroom teaching of basic arithmetic skills for appropriate grade levels.


1. Complete assigned activities 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or



COMPONENT NUMBER: 1010419 COMPONENT TITLE: Music MAXIMUM POINT VALUE: 60 SCOPE: Music Teachers GENERAL OBJECTIVES: To broaden the knowledge and increase the competencies of the individual in music. SPECIFIC OBJECTIVES: After completion of this component, the participant will:

1. Explain the importance of music education. 2. List the different areas of music. 3. Classify musical skills for the appropriate grade level. 4. Identify available materials for music education. 5. Develop materials for music. 6. List techniques used for teaching creativity through music. 7. Identify the appropriate levels in music. 8. Evaluate assessment materials for the appropriate levels. 9. Identify specific problems in vocal instruction. 10. Name new vocal methods for teaching beginning, intermediate, and advanced students. 11. Name new performance techniques for teaching beginning, intermediate, and advanced students. 12. Prescribe solutions for specific problems in vocal instruction. 13. List materials directly related to vocal instruction. 14. Identify specific problems in the teaching of various instruments. 15. List new methods of instrumental instruction of various instruments at the appropriate level. 16. Identify new performance techniques for various instruments at the appropriate level. 17. Prescribe solutions for specific problems in instrumental instruction. 18. Generate a list of materials directly relevant to instrumental instruction.


1. Lecture/discussion. 2. Demonstration 3. Role-playing 4. Hands-on use: games, materials, instruments. 5. Review and evaluate available materials for music. 6. Develop a lesson plan for teaching a musical skill at appropriate level. 7. Develop a prescription for remediation of a specific vocal or instrumental problem. 8. Visit other schools or programs. 9. Develop a unit plan for teaching music at the appropriate level.

EVALUATION: To the satisfaction of the consultant, each individual will: 1. Complete assigned activities. 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post- assessment or by

other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


COMPONENT NUMBER: 1011420 COMPONENT TITLE: Physical Education MAXIMUM POINT VALUE: 60 SCOPE: PE Teachers GENERAL OBJECTIVES: To further the knowledge and increase the competencies of individuals in physical education. SPECIFIC OBJECTIVES: At the conclusion of the component, the individual will:

1. Explain the importance and value of physical education to all grade levels. 2. Outline the history and future of physical education. 3. Classify the different areas of physical education in regard to the maturation levels of students. 4. Defend the impact of physical activity upon the growth and development of students. 5. Defend the impact of physical activity upon the skill development and competence of students. 6. Defend the impact of physical activity upon the long-term effects of exercise and fitness for students. 7. Match a physical education program for the appropriate maturation level of students. 8. Name the materials and equipment appropriate for all grade levels. 9. Name the teaching techniques and strategies appropriate to the maturation levels of students. 10. List available testing and assessment materials. 11. Diagnose student needs and prescribe individual fitness plans.


1. Attend lectures/discussions. 2. Attend demonstrations (rhythms, manipulatives, apparatus, etc.) 3. Examine materials and equipment for appropriate levels and areas. 4. Perform movement patterns and skills for various levels. 5. Conduct story games. 6. Develop a unit plan for appropriate levels. 7. Develop a lesson plan for appropriate levels. 8. Construct skill charts for appropriate levels. 9. Participate in hands-on use of equipment for appropriate levels. 10. Plan an intramural program for an appropriate level. 11. Construct manipulatives. 12. Visit other schools and programs. 13. Examine fitness materials and plans. 14. Construct an activities box for an appropriate level. 15. Videotape a lesson in physical education.



or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5).


OFFICE OF PROFESSIONAL DEVELOPMENT MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1011421 COMPONENT TITLE: Care and Prevention of Athletic Injuries (Sports Medicine) DATA ELEMENTS: Primary Purpose (PP) A Delivery Method (DM) A/B Evaluation F Follow-up Method (FM) O MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The objective of this component is to enable participants to acquire the knowledge and skills that will enable participants to prevent, detect, and treat athletic injury, support rehabilitation, and provide appropriate reconditioning and counseling for the student athlete. SPECIFIC OBJECTIVES:

1. Demonstrate thorough knowledge of athletic nutrition. 2. Demonstrate the ability to advise athletes concerning nutrition. 3. Demonstrate the skills needed to recognize athletic injuries. 4. Demonstrate the ability to select appropriate athletic injury treatment and modalities. 5. Identify appropriate first aid emergency planning and care procedures for cardiopulmonary resuscitation and related

activities. 6. Identify appropriate first aid emergency planning and care procedures for treatment and care of unconscious athletes. 7. Identify appropriate first aid emergency planning and care for other life-threatening circumstances. 8. Demonstrate the ability to choose and employ acceptable rehabilitation and reconditioning techniques. 9. Demonstrate an understanding of athletic injury counseling methodology. 10. Demonstrate knowledge of playing conditions and athletic facilities that will facilitate injury prevention and enhance

athletic performance. 11. Demonstrate ability to select athletic uniforms and protective equipment that will facilitate injury prevention and

enhance athletic performance. 12. Demonstrate ability to maintain athletic facilities, uniforms, and equipment in appropriate sanitary conditions. 13. Identify accepted methods for conduct of inservice training. 14. Demonstrate an understanding of athletic injury reporting systems. 15. Identify major characteristics of illegal substance use problems. 16. Identify the effects and dangers of illegal drug use, including performance enhancing drugs. 17. Demonstrate understanding of appropriate referral process for athletes who show signs of illegal drug use. 18. Demonstrate knowledge of appropriate policies and procedures regarding parental medical consent. 19. Demonstrate ability to establish appropriate policies and guidelines regarding the health of athletes. 20. Demonstrate knowledge of appropriate referral procedures. 21. Demonstrate ability to establish appropriate policies and guidelines regarding medical examinations. 22. Demonstrate knowledge of the role and importance of the athletic trainer. 23. Demonstrate knowledge of the role and importance of the on-call physician. 24. Exhibit a basic understanding of anatomy and physiology as related to sports medicine. 25. Demonstrate understanding of the importance of lifelong knowledge of sports medicine.


1. The component will provide for individualized and/or small group directed activity. 2. Participants will attend and take part in district or school-based workshops or online courses. 3. Participants will take part in instructional activities that will include a combination of lecture,

demonstration, role-playing and simulations, observations, discussion, review of appropriate media and materials, and brief quizzes.




1. Submit an acceptable narrative, product, or oral report as required by the instructor. 2. Demonstrate successful implementation of ideas, activities or recommendations as observed by the instructor or a

designated supervisor. 3. Complete pre- and post-tests on the elements and principles of sports medicine. 4. Pass the post-test with 80% accuracy and demonstrate increased competency on 80% of the specific objectives of the

component. 5. Complete any other assessment procedure required by the instructor. 6. Complete an evaluation of the effectiveness of both the component and the instructor.


COMPONENT NUMBER: 1011443 COMPONENT TITLE: Adaptive Physical Education MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will gather information regarding updated curriculum, frameworks and curriculum for implementing adaptive physical education programs. This knowledge will be demonstrated by providing appropriate physical education programs for exceptional students.


COMPONENT NUMBER: 1011529 COMPONENT TITLE: Water Safety Instructor MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: To provide instructor candidates the knowledge and skills to teach American Red Cross (ARC) water safety courses.


COMPONENT NUMBER: 1013437 COMPONENT TITLE: Reading-Basic MAXIMUM POINT VALUE: 40 SCOPE: Instructional Personnel GENERAL OBJECTIVES: To broaden the knowledge and increase the competencies of the participant in teaching basic reading skills. SPECIFIC OBJECTIVES: Upon completion of the component, participant will:

1. Discuss that language develops on a continuum and includes listening, speaking, reading, and writing skills 2. Adapt individual reading programs to an individual student’s development level 3. Design and provide appropriate language development experiences based upon individual development levels 4. Identify and diagnose the individual needs of a student in reading 5. List current games, materials, and techniques in an area of concern 6. Develop lessons for a particular reading competency 7. Identify availability and use of current testing materials 8. Identify different letter-recognition techniques for comprehension skills of an appropriate grade level 9. Identify various teaching techniques for memory/recall for the appropriate level 10. Identify various teaching techniques for motor coordination skills for the appropriate grade level 11. Identify various teaching techniques for sequencing skills for the appropriate grade level 12. Identify various teaching techniques for visual learning for an appropriate grade level 13. Identify various teaching techniques for auditory learning for the appropriate grade level 14. Identify various teaching techniques for word recognition for an appropriate grade level 15. Identify various teaching techniques for study skills for an appropriate grade level 16. Identify various teaching techniques for making use of concepts in different contexts at an appropriate grade level 17. Identify various teaching techniques for directing lessons to meet individual needs comprehension at an appropriate

grade level 18. Identify various teaching techniques for interpretation for an appropriate grade level 19. Identify various teaching techniques for listening skills for an appropriate grade level.

SPECIFIC ACTIVITIES Each participant will complete the following activities:

1. Lecture 2. Demonstration 3. Hands-on use of games and materials 4. Study-guide preparation for basic reading skill techniques 5. Review and evaluation of available reading testing, and diagnostic materials 6. Construction of a game to be used in the teaching of a reading skill for an appropriate level 7. Development of a unit for teaching a reading skill at the appropriate level 8. Development of a sample lesson plan for teaching a reading skill 9. Construction of a learning center for teaching a reading skill at an appropriate level 10. Development of a reading program to meet individual needs of a student 11. Review of videotapes.


1. Complete assigned activities

2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and 6A-5.071 (5).



COMPONENT NUMBER: 1013438 COMPONENT TITLE: Teaching the Basic Skills Prep-Comp. #3 MAXIMUM POINT VALUE: 20 SCOPE: K-3 Teachers GENERAL OBJECTIVES: The objective of this component is to provide a renewed awareness of techniques for improving the teaching of basic skills including pre-readiness and skills. SPECIFIC OBJECTIVES: Upon completion of the component, participant will: 1. Identify basic skills for a stated grade level. (one subject area) 2. Refine techniques for teaching the basic skills including pre-readiness and readiness skills 3. Identify the sequence of skills 4. Discussed improved techniques for teaching a basic skill 5. Identify kits, programs, or other materials for teaching basic skills SPECIFIC ACTIVITIES: Each participant will: 1. Discuss and define basic skills 2. Develop and demonstrate a specific technique for improving the teaching of a basic skill 3. List the pre-requisite skills needed before mastery of a specific skill can be expected 4. Develop and present a specific technique for improving the teaching of a basic skill 5. Evaluate materials designed for teaching basic skills EVALUATION: To the satisfaction of the consultant, each individual will:

1. Complete assigned activities 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment



COMPONENT NUMBER: 1013524 COMPONENT TITLE: Literacy (Part II) MAXIMUM POINT VALUE: 60 SCOPE: Elementary Instructional Personnel GENERAL OBJECTIVES: The purpose of this component is to provide elementary teachers a forum to analyze classroom experiences as they relate to the latest research in literacy learning. Upon completion of this component, participants will implement newer and more effective techniques in literacy learning.


COMPONENT NUMBER: 1013525 COMPONENT TITLE: Literacy (Part III) MAXIMUM POINT VALUE: 60 SCOPE: Elementary Instructional Personnel GENERAL OBJECTIVES: The purpose of this component is for participants to examine their commitment to literacy learning as a life-long process in order to revise teaching performance and impact the learning environment.


COMPONENT NUMBER: 1013553 COMPONENT TITLE: Teaching Reading in Content Areas MAXIMUM POINT VALUE: 20 SCOPE: Teachers GENERAL OBJECTIVES: Each participant shall know how to teach reading skills appropriate to his content area and techniques for assessing student abilities and textbook effectiveness. SPECIFIC OBJECTIVES: Upon completion of the component, participant will: 1. Identify the types of information which guide students as they read materials within a content area 2. Select major concepts to be taught from their own subject area 3. Describe the elements and purpose of a study guide 4. Identify the three levels of questioning 5. construct content-area questions on the three levels 6. Explain the purpose and use of the Fry Readability Graph 7. Identify the elements of and construct an informal reading inventory 8. List criteria for selecting vocabulary words within a chapter or unit 9. Utilize various ways to teach vocabulary 10. Identify several criteria for use in textbook evaluation. SPECIFIC ACTIVITIES: Each participant will:

1. Discuss the types of information which guide students through reading 2. Select from a chapter or unit major concepts to be taught 3. Construct a study guide 4. Construct content-area questions on the three questioning levels 5. Determine the readability level of a textbook using Fry Graph 6. Construct an informal reading inventory, including all parts relevant to their respective areas 7. List the criteria for determining which vocabulary words are to be taught within a given chapter or unit

8. Construct at least two vocabulary exercises for a given chapter or unit 9. Evaluate a textbook according to established evaluation criteria.


1. Complete assigned activities 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- And post-assessment



COMPONENT NUMBER: 1013578 COMPONENT TITLE: Next Generation Content Area Reading-Professional Development (NGCAR-

PD) DATA ELEMENTS: Primary Purpose (PP) C Delivery Method (DM) A, D, G Implementation Method (IM) Evaluation (F) F, A/D FEAP A1, A3 Follow-up Method (FM) M, N, O, P, Q MAXIMUM POINTS: 60 SCOPE: Teachers

GENERAL OBJECTIVES: NGCAR-PD consists of a sixty (60) hour Face to Face Academy and a thirty (30) hour practicum. Once teachers enroll and start the NGCAR-PD content area package, content area teachers may begin to provide reading intervention through their content area classes to students who score Level 2 on FCAT and do not need instruction in decoding and text reading efficiency. The convergence of evidence from multiple research reading implementation study results clearly indicate support from the entire school to enable all students to read at high proficiency levels. Because reading is the cornerstone of academic achievement, not only in language arts but also for content areas such as science, social studies, mathematics, and career and technical courses, it is critical that support be given to students in every class rather than in just one specialized “reading” class. This NGCAR-PD approach emphasizes a much greater benefit—reading deeply in multiple disciplines about multiple topics. It is designed to move students to high levels of proficiency. SPECIFIC OBJECTIVES: Upon completion of one or more of the professional development activities delivered in accordance with the delivery methods, participants will:

1. Gain knowledge in research about comprehension and become familiar with NGCAR-PD units of instruction: Comprehension Instructional Sequence, Re-engaging the Adolescent Learner, Vocabulary, Comprehension, Writing in Response to Reading, Text Complexity

2. Understand research-based information about the characteristics and role of the learning environment and its contribution to the learning community that positively impact student reading comprehension and learning

3. Gain knowledge of research about vocabulary instruction and evaluate current practice to determine how current instruction should be improved

4. Understand comprehension research findings by understanding their role in the reading comprehension process

5. Understand how reading and writing instruction can be combined to accomplish specific goals 6. Be able to use NGCAR-PD content to plan instruction

DESCRIPTION OF ACTIVITIES: Participants will be involved in a variety of activities to accomplish the specific objectives of this component. These activities may include but are not limited to: lecturettes, discussions, modeling of strategic activities, demonstrations of instructional practices and hands-on training. PROFESSIONAL DEVELOPMENT DELIVERY, FOLLOW-UP AND EVALUATION: To earn credit, participants must complete a minimum of one initial professional development activity and one follow-up activity from the listings above, as appropriate to the topic/content of their learning objective (s) and approved by their inservice leader. To the satisfaction of the professional developer, each individual will also complete one or more of the evaluation methods following implementation of professional development strategies.


COMPONENT NUMBER: 1013579 COMPONENT TITLE: Next Generation Content Area Reading-Professional Development

(NGCAR-PD) Practicum DATA ELEMENTS: Primary Purpose (PP) C Delivery Method (DM) A, B, C, D, G Implementation Method (IM) M Evaluation (F) F/A, D FEAP A1, A3 Follow-up Method (FM) M, N, O, P, Q, R, S MAXIMUM POINTS: 30 SCOPE: Teachers

GENERAL OBJECTIVES: To provide an overview of the expectations and components for the Practicum Requirements the NGCAR-PD practicum emphasizes the classroom application of the Comprehension Instructional Sequence to support readers and writers of all abilities in reading and content area classrooms. Documenting change in classroom practice over time will be a major portion of the work of this practicum. The concepts presented will emphasize the teacher’s role. SPECIFIC OBJECTIVES:

1. Design, develop, implement and evaluate the Comprehension Instructional Sequence for the content area in which the teacher is responsible.

2. Apply the processes of effective comprehension, vocabulary and classroom instruction in the classroom.

3. Teach effective strategies to enhance literal, interpretative and critical comprehension in a wide variety of texts.

4. Collaborate with teachers to strengthen students’ reading and writing abilities through content-area instruction.

5. Apply strategies to develop and extend vocabulary and to develop the conventions of language. DESCRIPTION OF ACTIVITIES: REQUIREMENTS:

1. Complete a Case Study for three students within your classroom who qualify for NGCAR-PD reading intervention placement.

2. Participate in six hours of Clinical Cohort classes as a member of a learning community, sharing experiences and best practices in NGCAR-PD implementation.

3. Complete a Comprehension Instructional Sequence lesson plan including the major elements of NGCAR-PD for your case study students (vocabulary, comprehension, extended text discussion, writing in response to reading, question generation, direct note taking) using a specified lesson plan format.

4. Complete three observation lessons: one each for Comprehension Instructional Sequence steps. Arrangements will need to be made by the participant for the Practicum clinical mentor to observe these lessons (can be video if facilitator and participant agree) or other lessons at the discretion of the clinical mentor based on the needs of the participant and feedback from the clinical mentor.

5. Deliver the instruction of the three lesson plans and complete a Reflection Guide using the specified Reflection Guide format.

PROFESSIONAL DEVELOPMENT DELIVERY, FOLLOW-UP AND EVALUATION:

The participants will demonstrate mastery at or above an 80% level of all required competencies for each component of the add-on reading endorsement program through multiple activities that will include: Observation - a checklist documenting mastery of performance indicators will be completed during clinical visits. Product – action research project or clinical portfolio. This product will be evaluated according to a rubric aligned with the competency performance indicators.


COMPONENT NUMBER: 1013580 COMPONENT TITLE: Foundations of Reading Instruction Competency 1 DATA ELEMENTS: Primary Purpose (PP) A Delivery Method (DM) A/B Evaluation F Follow-Up Method (FM) M MAXIMUM POINT VALUE: 60 SCOPE: Certified Personnel GENERAL OBJECTIVES: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending diverse text. Teachers will understand how writing, listening, and speaking support the teaching of reading, and how family involvement supports student achievement in reading. Teachers will understand that all students have instructional needs and apply the systematic problem solving process: use data to accurately identify a problem, analyze the problem to determine why it is occurring, design and implement instruction/interventions, and evaluate the effectiveness of instruction/interventions. Teachers will understand that the problem solving process is recursive and ongoing, utilized for effective instructional decision making. Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary.

SPECIFIC OBJECTIVES: The total inventory of Performance Indicators (A-G) satisfies Competency 1. Performance Indicator A: Comprehension 1.A.1 Understand that building oral and written language facilitates comprehension. 1.A.2 Understand the importance of learning syntax, semantics, pragmatics, vocabulary, and text structures required for comprehension of formal written language of school, often called “academic language.” 1.A.3 Understand the impact of text upon reading comprehension (e.g., genre, readability, coherence, text structure, and text complexity). 1.A.4 Understand how the interaction of reader characteristics, motivation, purpose of reading, and text elements impacts comprehension and student engagement. 1.A.5 Identify cognitive targets (e.g., locate/recall; integrate/interpret; critique/evaluate) and the role of cognitive development in the construction of meaning of literary and informational texts. 1.A.6 Understand reading as a process of constructing meaning from a wide variety of print and digital texts and for a variety of purposes. 1.A.7 Understand the reading demands posed by domain specific texts. 1.A.8 Understand that effective comprehension processes rely on well-developed language, strong inference making, background knowledge, comprehension monitoring and self-correcting. 1.A.9 Understand how English language learners’ linguistic and cultural background will influence their comprehension. 1.A.10 Understand the role of formal and informal assessment of comprehension in making instructional decisions to meet individual student needs. Performance Indicator B: Oral Language 1.B.1 Understand how the students’ development of phonology, syntax, semantics, and pragmatics relates to comprehending written language.

1.B.2 Understand the differences between social and academic language. 1.B.3 Understand that writing enhances the development of oral language. 1.B.4 Understand that the variation in students’ oral language exposure and development requires differentiated instruction. 1.B.5 Recognize the importance of English language learners home languages, and their significance for learning to read English. 1.B.6 Understand the role of formal and informal oral language assessment to make instructional decisions to meet individual student needs. Performance Indicator C: Phonological Awareness 1.C.1 Understand phonology as it relates to language development and reading achievement (e.g., phonological processing, phonemic awareness skills, phonemic analysis and synthesis). 1.C.2 Recognize the phonological continuum beginning with sensitivity to large and concrete units of sound (i.e., words & syllables) and progressing to small and abstract units of sound (onset-rimes and phonemes). 1.C.3 Understand that writing, in conjunction with phonological awareness, enhances reading development. 1.C.4 Distinguish both phonological and phonemic differences in language and their applications in written and oral discourse patterns (e.g., language & dialect differences). 1.C.5 Understand how similarities and differences in sound production between English and other languages affect English language learners’ reading development in English. 1.C.6 Understand the role of formal and informal phonological awareness assessment to make instructional decisions to meet individual student needs. Performance Indicator D: Phonics 1.D.1 Understand that phonological units (words, syllables, onset-rimes, and phonemes) map onto orthographic units (words, rimes, letters) in alphabetic languages. 1.D.2 Understand sound-spelling patterns and phonics (grapheme-phoneme correspondence rules). 1.D.3 Understand structural analysis of words. 1.D.4 Understand that both oral language and writing can be used to enhance phonics instruction. 1.D.5 Understand the role of formal and informal phonics assessment to make instructional decisions to meet individual student needs. Performance Indicator E: Fluency 1.E.1 Understand that the components of reading fluency are accuracy, expression, and rate which impact reading endurance and comprehension. 1.E.2 Understand that effective readers demonstrate flexibility by adjusting their reading rate to accommodate the kinds of texts they are reading in order to facilitate comprehension. 1.E.3 Understand the relationships among fluency, word recognition, and comprehension. 1.E.4 Understand that both oral language and writing enhance fluency instruction. 1.E.5 Understand the role of formal and informal fluency assessment to make instructional decisions to meet individual student needs.

Performance Indicator F: Vocabulary 1.F.1 Understand the goal of receptive and expressive vocabulary instruction is the application of a student’s understanding of word meanings to multiple oral and written contexts. 1.F.2 Understand morphology as it relates to vocabulary development (e.g., morphemes, inflectional and derivational morphemes, morphemic analysis). 1.F.3 Identify principles of semantics as they relate to vocabulary development (e.g., antonyms, synonyms, figurative language, etc.). 1.F.4 Understand the domain specific vocabulary demands of academic language. 1.F.5 Understand that writing can be used to enhance vocabulary instruction. 1.F.6 Understand the role of formal and informal vocabulary assessment to make instructional decisions to meet individual student needs. Performance Indicator G: Integration of the reading components 1.G.1 Identify language characteristics related to social and academic language. 1.G.2 Identify phonemic, semantic, and syntactic variability between English and other languages. 1.G.3 Understand the interdependence between each of the reading components and their effect upon reading as a process for native speakers of English and English language learners. 1.G.4 Understand the impact of oral language, writing, and an information intensive environment upon reading development. 1.G.5 Understand the importance of comprehension monitoring and self-correcting to increase reading proficiency. 1.G.6 Understand the role of formal and informal reading assessment to make instructional decisions to meet individual student needs. DESCRIPTION OF ACTIVITIES: In the knowledge acquisition portion of Competency 1, participants will be actively engaged in research-based content designed to inform participants of substantive knowledge of language structure, function and cognition for each of the six major components of the reading process. Literacy Essentials for Teachers of Reading and Spelling (LETRS) by Dr. Louisa Moats, Modules 1-6 and Module 11 is the delivery model. Investigative activities included in LETRS will be the foundation of course assignments. Additional investigative activities will be chosen from a menu by the component instructor based on participant knowledge, instructional assignment, assessed student needs and delivery mode. Investigative activities may be collaborative and include, but are not limited to:

article review individual study and report on research-based practice reflective writing after viewing research-based practice

Investigative activities will be aligned with evaluation requirements thus providing meaningful and authentic demonstration of the specific indicators for this competency. EVALUATION: The participants will demonstrate mastery at or above an 80% level of all required indicators through the completion of a post test/class assignments. FOLLOW UP: This course will be offered as part of an ongoing program leading to a reading endorsement culminating in a supervised practicum through which participants will gain experience in implementing instructional strategies learned in this course and finally demonstrate attainment of the competencies of each component. Follow-up will be provided through the ongoing support of program instructors and through the practicum supervisor.


COMPONENT NUMBER: 1013581 COMPONENT TITLE: Application of Research-Based Instructional Practices Competency 2 DATA ELEMENTS: Primary Purpose (PP) A Delivery Method (DM) A/B Evaluation F Follow-Up Method (FM) M MAXIMUM POINT VALUE: 60 SCOPE: Certified Personnel GENERAL OBJECTIVES: Teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will engage in the systematic problem solving process.

SPECIFIC OBJECTIVES: The total inventory of Performance Indicators (A-G) satisfies Competency 2. Performance Indicator A: Comprehension 2.A.1 Apply intentional, explicit, and systematic instructional practices for scaffolding development of higher order thinking, comprehension skills, comprehension monitoring and self-correcting (e.g., reciprocal teaching, “think aloud,” etc.). 2.A.2 Use both oral language and writing experiences to enhance comprehension. 2.A.3 Apply appropriate instructional practices determined by the student’s strengths and needs, text structure, and the reading demands of domain specific text. 2.A.4 Provide opportunities for student extended text discussion to enhance comprehension, promote motivation and student engagement. 2.A.5 Select narrative or informational print or digital texts that are appropriate to the comprehension instruction to be provided. 2.A.6 Provide comprehension instruction that supports students’ ability to read multiple print and digital texts and to synthesize information within, across and beyond those texts. 2.A.7 Scaffold discussions to facilitate the comprehension of text and higher order thinking skills for students with varying English proficiency levels. 2.A.8 Model a variety of strategic activities students can use to foster comprehension monitoring and self-correcting. 2.A.9 Recognize, describe, and incorporate appropriate comprehension assessments to guide instruction. Performance Indicator B: Oral Language 2.B.1 Apply intentional, explicit, and systematic instructional practices for scaffolding development of oral/aural language skills (e.g., language experience approach, Socratic questioning). 2.B.2 Create an environment where students practice appropriate social and academic language to discuss diverse texts. 2.B.3 Recognize and apply an English language learner’s home language proficiency as a foundation and strength to support the development of oral language in English. 2.B.4 Use writing experiences to enhance oral language (e.g., interactive writing, student to teacher sentence dictation). 2.B.5 Recognize, describe, and incorporate appropriate oral language assessments to guide instruction. Performance Indicator C: Phonological Awareness 2.C.1 Apply intentional, explicit, systematic instructional practices to scaffold development of phonological awareness. (e.g., blending and segmenting syllables, onset-rimes, and phonemes). 2.C.2 Provide opportunities for students to use oral/aural language to enhance phonological awareness (e.g., rhyming and alliteration).

2.C.3 Understand and apply knowledge of how variations in phonology across languages affect English language learners’ reading and writing development. 2.C.4 Use writing experiences, in conjunction with phonological instruction, to enhance reading achievement (e.g., Elkonin boxes or magnetic letters, individual response whiteboards). 2.C.5 Recognize, describe, and incorporate appropriate phonological awareness assessments to guide instruction. Performance Indicator: D: Phonics 2.D.1 Apply intentional, explicit, systematic instructional practices for scaffolding phonics development on a continuum from the individual phoneme-grapheme level through the multi-syllabic word level. 2.D.2 Recognize and apply an English language learner’s home language as a foundation and strength to support the development of phonics in English. 2.D.3 Use oral/aural language and writing experiences to enhance phonics instruction (e.g., sentence strip words, phrases, and pocket charts). 2.D.4 Recognize, describe, and incorporate appropriate phonics assessments to guide instruction. Performance Indicator E: Fluency 2.E.1 Apply intentional, explicit, systematic instructional practices to scaffold accuracy, expression, rate, and reading endurance (e.g., paired reading, repeated reading, echo reading, reader’s theater, etc.). 2.E.2 Use oral/aural language and writing experiences to enhance fluency (e.g., poetry charts, song lyrics). 2.E.3 Recognize, describe, and incorporate appropriate fluency assessments to guide instruction. Performance Indicator F: Vocabulary 2.F.1 Apply intentional, explicit, systematic instructional practices to scaffold vocabulary and concept development (e.g., shared reading, semantic mapping, etc.). 2.F.2 Provide for continual integration, repetition, and meaningful use of domain specific vocabulary to address the demands of academic language. 2.F.3 Incorporate vocabulary instruction through analogies (e.g., cognates, Greek and Latin roots). 2.F.4 Provide an environment that supports wide reading of print and digital texts, both informational and literary, to enhance vocabulary. 2.F.5 Incorporate instructional practices that develop authentic uses of English to assist English language learners in learning academic vocabulary and content. 2.F.6 Use oral/aural language and writing experiences to enhance vocabulary (e.g., interactive word walls, word sorts, word charts for secondary). 2.F.7 Use multiple methods of vocabulary instruction (e.g. multiple contexts, examples and non-examples, elaborations, etc.). 2.F.8 Recognize, describe, and incorporate appropriate vocabulary assessments to guide instruction. Performance Indicator G: Integration of the reading components 2.G.1 Apply comprehensive instructional practices, including writing experiences, that integrate the reading components. 2.G.2 Identify instructional practices to develop students’ metacognitive skills in reading (e.g., text coding such as INSERT, two column notes). 2.G.3 Use resources and research-based practices that create information intensive environments (e.g., diverse classroom libraries, inquiry reading). 2.G.4 Use research-based guidelines for selecting literature and domain specific print and digital text appropriate to students’ age, interests and reading proficiency (e.g., young adult literature, informational texts). 2.G.5 Demonstrate understanding of similarities and differences between home language and second language reading development. 2.G.6 Triangulate data from appropriate reading assessments to guide instruction. Description of Activities: In the knowledge acquisition portion of Competency 2 , participants will be actively engaged in research-based content designed to inform participants of exemplary instructional practices in reading instruction and an understanding of the reading process, and to provide them with instructional strategies and techniques for improving students’ reading at all grade levels. Florida-On-Line Reading Professional Development (FOR-PD) is the delivery model. Investigative activities required by the FOR-PD will be the basis of course assignments.

Evaluation Procedures:

The participants will demonstrate mastery at or above an 80% level of all required indicators through a post test and a portfolio required by the FOR-PD model. Follow-up:

This course will be offered as part of an ongoing program leading to a reading endorsement culminating in a supervised practicum through which participants will gain experience in implementing instructional strategies learned in this course and finally demonstrate attainment of the competencies of each component. Follow-up will be provided through the ongoing support of program instructors and through the practicum supervisor.


COMPONENT NUMBER: 1013582 COMPONENT TITLE: Foundations of Assessment Competency 3 DATA ELEMENTS: Primary Purpose (PP) A Delivery Method (DM) A/B Evaluation F Follow-Up Method (FM) M MAXIMUM POINT VALUE: 60 SCOPE: Certified Personnel GENERAL OBJECTIVES: Teachers will understand how to select and administer appropriate assessments and analyze data to inform reading instruction to meet the needs of all students. Teachers will engage in the systematic problem solving process.

SPECIFIC OBJECTIVES: Performance Indicators 3.1 Understand and apply measurement concepts and characteristics of reading assessments. 3.2 Understand the purposes of various informal assessments (e.g., informal reading inventories, analyzing writing samples) including an emphasis on matching reader to text. 3.3 Understand the purpose of various formal assessments including the differences between norm-referenced and criterion-referenced assessments and how to interpret data reports. 3.4 Understand the meaning of test reliability, validity, and standard error of measurement and describe major types of derived scores from standardized tests. 3.5 Demonstrate knowledge of the characteristics, administration, and interpretation of both quantitative and qualitative instructional assessments (to include each of the following: screening, progress monitoring, diagnosis and outcome measures). 3.6 Analyze data to identify trends that indicate adequate progress in student reading development. 3.7 Understand how to use data within a systematic problem solving process to differentiate instruction, intensify intervention and meet the needs of all students. (e.g., grouping practices, appropriate curriculum materials). 3.8 Identify appropriate criteria for selecting materials to include in portfolios for monitoring student progress over time. 3.9 Identify interpretive issues that may arise when assessments in English are used to measure reading proficiency in English language learners. 3.10 Identify appropriate assessments and accommodations for monitoring reading progress of all students. 3.11 Identify and implement appropriate and allowable accommodations as specified in the Individual Education Plan or 504 Plan when assessing students with disabilities in the area of reading. Description of Activities: In the knowledge acquisition portion of Competency 3, participants will be actively engaged in research-based content designed to inform participants of the knowledge and skills needed to demonstrate an understanding of the role of assessments in guiding reading instruction and instructional decision making. Content and activities for knowledge acquisition will be drawn from a variety of research-based assessment materials including FAIR Training materials, LETRS Modules, District Assessment Training (Specific Objectives 3 -5) and the Region III Assessment of Diverse Learners Module (Specific Objectives 11-12). Investigative activities included in LETRS will be the foundation of course assignments. Additional investigative activities will be chosen from a menu by the component instructor based on participant knowledge, instructional assignment and assessed student needs. In addition to reviewing FCAT data, participants will use a variety of screening, diagnosis and

progress monitoring instruments to assess student progress throughout this component. These assessments will include, but are not limited to Gates, McGinitie, Stanford 9, Woodcock Johnson, FAIR, DRA, GRADE, and CAT. Student outcome measures gleaned from component assessment will be included as part of the program evaluation data. Investigative activities may be collaborative and include, but are not limited to:

field experience log clinical interview(s) to enhance a portfolio of reading profiles individual study and report on a reliable and valid assessment instrument reflection after viewing the administration of a reliable and valid screening, diagnostic or progress monitoring

assessment instrument administration of assessments necessary for conducting a case study of a struggling reader(s) analysis and interpretation of state and district student test data to inform instruction analysis and interpretation of formal and informal student assessment data including screening, diagnosis, progress

monitoring and outcome measures to inform instruction

Investigative activities will be aligned with evaluation requirements thus providing meaningful and authentic demonstration of the specific indicators for this competency. Evaluation Procedures:

The participants will demonstrate mastery at or above an 80% level of all required indicators through multiple activities that may include:

pre/post test products (case study, action research project and/or lesson/unit plans). written reflection

Follow-up:


OFFICE OF PROFESSIONAL DEVELOPMENT

MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1013583 COMPONENT TITLE: Foundations and Applications of Differentiated Instruction Competency 4 DATA ELEMENTS: Primary Purpose (PP) A Delivery Method (DM) A/B Evaluation F Follow-Up Method (FM) M MAXIMUM POINT VALUE: 60 SCOPE: Certified Personnel GENERAL OBJECTIVES: Teachers will have a broad knowledge of students from differing profiles in order to understand and apply research-based instructional practices by differentiating process, product, and context. Teachers will engage in the systematic problem solving process. SPECIFIC OBJECTIVES: Performance Indicators 4.1 Understand and apply knowledge of socio-cultural, socio-political and psychological variables to differentiate reading instruction for all students. 4.2 Understand the stages of English language acquisition for English language learners and differentiate reading instruction for students at different levels of English language proficiency. 4.3 Understand and apply current theories of second language acquisition to differentiate instruction for English language learners of diverse backgrounds and various levels of prior education. 4.4 Identify factors impeding student reading development in each of the reading components or the integration of these components. 4.5 Recognize how characteristics of both language and cognitive development impact reading proficiency. 4.6 Recognize the characteristics of proficient readers to more effectively differentiate instruction. 4.7 Compare language, cognitive, and reading acquisition of different age groups (primary, intermediate, secondary levels) and abilities. 4.8 Select and use developmentally appropriate materials that address sociocultural and linguistic differences. 4.9 Plan for instruction that utilizes increasingly complex print and digital text, embeds assessment, includes scaffolding, and provides re-teaching when necessary for individuals and small groups. 4.10 Differentiate reading instruction for English language learners with various levels of first language literacy. 4.11 Scaffold instruction for students having difficulty in each of the components of reading. 4.12 Implement a classroom level plan for monitoring student reading progress and differentiating instruction. 4.13 Monitor student progress and use data to differentiate instruction for all students. 4.14 Implement research-based practices in comprehension, oral language, phonological awareness, phonics, fluency and vocabulary to differentiate instruction for all students. 4.15 Implement research-based instructional practices for developing students’ higher order thinking. 4.16 Implement research-based instructional practices for developing students’ ability to read critically. 4.17 Implement research-based instructional practices using writing to develop students’ comprehension of text. 4.18 Implement appropriate and allowable instructional accommodations as specified in the Individual Education Plan or 504 Plan when differentiating instruction for students with disabilities. 4.19 Modify assessment and instruction for students with significant cognitive disabilities while maintaining high expectations for achievement that reflect appropriate levels of access to general education instruction.

Description of Activities: In the knowledge acquisition portions of Competency 4 participants will be actively engaged in research-based content designed to develop broad knowledge of students from differing profiles, including students with disabilities, LEP students, and students from diverse populations and to apply research-based instructional methodology to prevent reading difficulties and promote acceleration of reading progress for struggling students. Evaluation Procedures: The participants will demonstrate mastery at or above an 80% level of all required indicators through the completion of a post test/class assignments. Follow-up: This course will be offered as part of an ongoing program leading to a reading endorsement culminating in a supervised practicum through which participants will gain experience in implementing instructional strategies learned in this course and finally demonstrate attainment of the competencies of each component. Follow-up will be provided through the ongoing support of program instructors and through the practicum supervisor.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1013584 COMPONENT TITLE: Demonstration of Accomplishment Competency 5 DATA ELEMENTS: Primary Purpose (PP) A Delivery Method (DM) A/B Evaluation F Follow-Up Method (FM) M MAXIMUM POINT VALUE: 60 SCOPE: Certified Personnel GENERAL OBJECTIVES: Teachers will, through a culminating practicum, demonstrate knowledge of the components of reading, as well as assessments and data analysis, to implement a comprehensive research-based reading plan of instruction for all students. Teachers will engage in the systematic problem solving process. SPECIFIC OBJECTIVES: Performance Indicators 5.1 Use assessment and data analysis to monitor student progress and guide instruction over time to ensure an increase in student learning. 5.2 Demonstrate research-based instructional practices for facilitating reading comprehension. 5.3 Demonstrate research-based instructional practices for developing oral/aural language development. 5.4 Demonstrate research-based instructional practices for developing students’ phonological awareness. 5.5 Demonstrate research-based instructional practices for developing phonics skills and word recognition. 5.6 Demonstrate research-based instructional practices for developing reading fluency and reading endurance. 5.7 Demonstrate research-based instructional practices for developing both academic and domain specific vocabulary. 5.8 Demonstrate research-based instructional practices to facilitate students’ monitoring and self-correcting in reading. 5.9 Demonstrate research-based comprehension instructional practices for developing students’ higher order thinking to enhance comprehension. 5.10 Demonstrate research-based instructional practices for developing students’ ability to read critically. 5.11 Demonstrate differentiation of instruction for all students utilizing increasingly complex print and digital text. 5.12 Demonstrate skill in assessment and instruction with English language learners from diverse backgrounds and at varying English proficiency levels. 5.13 Create an information intensive environment that includes print and digital text. 5.14 Use a variety of instructional practices to motivate and engage students in reading. 5.15 Demonstrate intentional, explicit, systematic writing instruction as it relates to the ability to read written language.

Description of Activities: With the guidance and feedback of a qualified practicum supervisor, program participants are expected to provide evidence that the knowledge and skill that they have acquired through the reading endorsement coursework has resulted in implementation that has impacted the reading proficiency of students with varying reading abilities. After an orientation meeting with program clinical supervisors, participants will work for at least 60 hours on this component. Additional required time will be spent in collaborative groups reflecting upon issues/experiences in providing instruction to students and in instructional planning and record keeping. Each participant will either maintain a clinical portfolio that documents the differentiated and effective use of assessment and instructional activities with readers or design and implement an action research project that identifies an instructional problem, develops potential solution(s), and utilizes effective monitoring of student achievement. The clinical product will be evaluated using the Region III Clinical Experience Rubrics and must evidence increases in student achievement. As evidence of competence, the final product will include:

Educational plans that align with the reading instructional needs of specific students based on reliable and valid reading assessment results.

Records that track the progress of readers with varying profiles using valid monitoring instruments. Evidence of reading proficiency gains by readers with varying profiles. Indicators of differentiated reading instruction designed to meet the needs of students with varying profiles.

Practicum activities will be aligned with evaluation requirements thus providing meaningful and authentic demonstration of the specific indicators for this competency. Evaluation Procedures: The participants will demonstrate mastery at or above an 80% level of all required competencies for each component of the add-on reading endorsement program through multiple activities that will include:

Observation - a checklist documenting mastery of performance indicators will be completed during clinical visits. Product – action research project or clinical portfolio. This product will be evaluated according to a rubric aligned

with the competency performance indicators.

Follow up: Follow-up will be provided through the ongoing support of program instructors, District curriculum personnel, school level administrators and reading coaches.


COMPONENT NUMBER: 1013585 COMPONENT TITLE: Reading Endorsement for ESOL (REESOL) DATA ELEMENTS: Primary Purpose (PP) Delivery Method (DM) A,B Implementation Method (IM) Evaluation (F) A, B, C, D, E, F/A, B, C, D, Z FEAP Follow-up Method (FM) M, N, O, Q, R MAXIMUM POINTS: 100 SCOPE: Teachers GENERAL OBJECTIVES: The purpose of this component is to improve reading instruction for learners in grades K– 12. Upon successful completion of this component, teachers will have examined the research base pertaining to how students learn to read and write, and the reasons some children experience difficulty becoming successful readers. An additional purpose is to increase the teacher’s skill in prescribing and implementing instructional strategies designed to meet the developmental, corrective, or remedial needs of diverse learners with regard to the five components of reading. The focus will be on translating assessment data into instructional procedures and techniques designed to provide differentiated reading instruction to students. The 100 points, as approved by the Just Read, Florida office, can only be awarded upon completion of 70 hours of training and 30 hours from follow-up assignments (3 action research projects or other follow up activities). SPECIFIC OBJECTIVES:

By the end of the session the participant will: 1. Understand how to form, lead and participate in school-based study groups. 2. Understand the principals of scientifically based reading research as the foundation for comprehensive

reading instruction that synchronize and scaffold each of the five major components of the reading process toward student mastery.

3. Apply knowledge of reading development to reading instruction with sufficient evidence of increased student reading proficiency for struggling students including students with disabilities and students of diverse populations.

4. Plan and implement instructional practices that engage students in text before, during and after reading. 5. Define metalinguistic vocabulary relating to phonological and phonemic awareness and phonics. 6. Explain the importance of phonemic awareness for the development of reading proficiency. 7. Identify student capabilities that define phonemic awareness proficiency including blending, segmenting,

and manipulating sounds within words. 8. Plan and implement instruction that facilitates the development of students’ phonemic awareness. 9. Explain the alphabetic principal of language, the inventory of sounds, and phoneme grapheme

relationships. 10. Plan and implement instruction that increases students’ ability to apply knowledge of the alphabetic

principal to decode phonetically consistent words. 11. Clarify the role of vocabulary in reading development. 12. Explain the importance of vocabulary instruction. 13. Differentiate between effective and less effective vocabulary instruction. 14. List different ways students acquire vocabulary. 15. Identify principals of English morphology as they relate to language acquisition. 16. Identify principles of semantics as they relate to vocabulary development. 17. Identify principles of semantics as they relate to vocabulary development. 18. Identify explicit, systematic instructional plans for scaffolding vocabulary and concept development. 19. Apply principles of English morphology as they relate to language acquisition. 20. Define comprehension. 21. Identify benefits of explicit and systematic morphemic instruction (affixes, base words, word origins)

on vocabulary development in relation to comprehension. 22. Identify principles of syntactic function as they relate to language acquisition and reading development. 23. Describe the impact of text variations in the construction of meaning.

24. Identify cognitive task levels and the role of cognitive development in construction of meaning using a variety of texts.

25. Identify fundamental comprehension strategies and instructional practices that scaffold development of those strategies.

26. Utilize instructional practices that promote the use of comprehension strategies with narrative and expository text.

27. Plan for explicit, systematic instruction for scaffolding development of comprehension strategies with narrative and expository text.

28. Define assessment and distinguish between summative and formative assessment practices. 29. Identify types of assessment and uses in phonemic awareness, phonics, fluency, vocabulary, and

comprehension instruction. 30. Explain the role of assessment in planning instruction in each of the five components of reading. 31. Recognize appropriate test formats and types of test items for assessing major elements of vocabulary

growth. 32. Identify assessment techniques appropriate for diagnosing and monitoring reading progress in each of

the five component areas of reading. 33. Identify characteristics and uses of norm-referenced and criterion-referenced tests. 34. Interpret formal and informal assessment data to guide instruction in each of the five areas of reading. 35. Use data to differentiate instruction and match students with appropriate curricular materials. 36. Analyze data to identify trends that indicate adequate progress in student reading development. 37. Use data to differentiate phonemic awareness, phonics, fluency, vocabulary, and comprehension

instruction to match students with appropriate curriculum materials. 38. Analyze data to identify trends that indicate adequate progress in reading development.

DESCRIPTION OF ACTIVITIES: Reading Endorsement for ESOL (REESOL) is an add-on training that will cover all of the remaining competencies needed to fulfill the requirement for the Reading Endorsement. Individuals with the following types of ESOL training are considered eligible to participate in the REESOL Plan for obtaining the Reading Endorsement: An official transcript reflecting completion of a Florida state approved teacher preparation program in ESOL K-12; An official transcript reflecting completion of a Florida state approved teacher preparation program in ESOL Endorsement, or official verification from a Florida school district of completion of an approved ESOL Endorsement Add-on Program (300 hours). This may include appropriate college credits in accordance with the district’s approved plan. Please note that individuals who hold certification in the ESOL Endorsement based upon the “grandfather provision” available through September 1994, or who have earned ESOL K-12 certification by passing the subject area examination are not eligible to participate in the REESOL Plan. Those teachers may complete requirements for the Reading Endorsement through appropriate college credit or an approved district add-on program in Reading Endorsement.

The REESOL Bundle Add-on Program includes: Activity Component # Inservice Points Original inservice points or college credits earned through Reading/ESOL Crosswalk

Varies 80

REESOL Inservice Training 1013585 100 Florida Online Reading Professional Development (FOR-PD) 1013587 60

Reading Endorsement Competency #6 - Practicum 1013590 60 Total Points: 300

PROFESSIONAL DEVELOPMENT DELIVERY, FOLLOW-UP AND EVALUATION: To earn credit, participants must complete a minimum of one initial professional development activity and one follow-up activity from the listings below, as appropriate to the topic/content of their learning objective(s) and approved by their inservice leader. To the satisfaction of the professional developer, each individual will also complete one or more of the evaluation methods following implementation of professional development strategies. INSTRUCTORS:

Instructors are reading specialists employed or contracted by the School District of Osceola County, Florida. The qualifications of the instructor will be a minimum of a master’s degree or a bachelor’s degree with three years of successful experience as a reading coach or in a comparable reading/leadership position. This individual will also have successful experience as a professional development trainer. COMPLETION REQUIREMENTS: A. Program Completion Satisfactory completion of individual components for add-on certification purposes may be demonstrated through:

a. Instructor’s verification of successful demonstration of all applicable competencies and products within the component;

b. Verification of successful demonstration of all applicable competencies and products within the component by means of approved Master Inservice Plan component from another district where the component is part of an approved Reading (K-12) Endorsement Program in that district and where reasonable equivalency between the components can be established through a review of the component objectives (Florida Online Reading Professional Development serves as the introductory component in the program); or

c. Official transcript from a college or university documenting successful completion of a course the catalog description of which establishes a reasonable equivalence to the District component.

B. Competency Demonstration All those attempting to add the reading endorsement to their Florida Professional Educator’s Certificate must earn a minimum of 300 inservice points by successfully completing the prescribed set of inservice components including the demonstration of all competencies required for the endorsement or through documented evaluation means. In general, competency demonstration will be done through projects, products, tests, classroom demonstrations, and/or portfolios; however, procedures for evaluation of competency achievement within components will vary depending on the nature of the competency. Inservice training credits for those completing the add-on program will be awarded on the basis of a candidate’s successful completion of the components, direct instruction, practicum, and follow-up activities. C. Competency Verification Verification of competencies other than through the procedures stated above is not an option for the reading endorsement program. Certificates will be issued to successful completers as a record of competency completion. Program Evaluation Evaluation Plan

1. Program assessment techniques, training components, and competency acquisition by individual participants will be used to evaluate the reading endorsement program. Methods by which the component coordinator will determine successful completion of individual participants are described for each component.

2. Individual participants will be evaluated on the basis of their having acquired the necessary competencies as verified by the instructor in accordance with approved methods and criteria.

3. Participants, using district staff development program procedures, will evaluate each training component. 4. The program may be assessed by participants, instructors, staff development personnel, district reading

supervisory staff, principals, or school-level reading specialists to determine program effectiveness and program efficiency in terms of management, operation, delivery, and cost effectiveness.

5. Methods by which the component coordinator will determine the impact of the component on the individual’s job performance and/or classroom, school, work setting as described as part of each component evaluation.

6. Impact of more qualified and trained teachers on student performance will be investigated. 7. Data described below will be reviewed and analyzed. 8. Descriptive Data 9. Number of teachers who are out-of-field in reading. 10. Number and percentages of out-of-field that have enrolled in the add-on program. 11. Number of enrollees dropped for non-performance. 12. Number and percentage of program completers. 13. Client Satisfaction Data 14. Attitudes of candidates will be surveyed to determine the extent to which:

15. The program is meeting candidate needs. 16. The quality of instruction is consistent with professional development standards. 17. The curriculum is pertinent to their classroom and professional development needs. 18. The pace, quantity, and quality of assessments are compatible with their primary teaching responsibilities. 19. Supervisory Evaluation Data 20. The add-on certification program is meeting school and program needs. 21. Skills acquired in add-on training are practiced in the classroom and shared with others. 22. Evidence exists of tangible benefits to students accruing from add-on training. 23. Implementation of the program is cost and time effective.

MANAGEMENT: The Professional Development Department of The School District of Osceola County, Florida will be responsible for the overall management of the add-on program. Candidate application and admission The individuals listed above will share the process for application, admission, and verification of the Reading Endorsement Program. Eligibility to participate in the program is predicated on a candidate’s holding a valid Florida Professional of Temporary Certificate based upon a bachelor’s degree or higher with certification in an academic, degreed vocational, administrative, or specialty class coverage, and being currently employed by the School District. A candidate who enters the program based on a temporary certificate must show proof of eligibility for a Professional Certificate prior to the district’s verification of completion of the program. Permanent substitutes with valid full-time Florida Temporary or Professional Education Certificates are eligible to enroll in the program. Continuing advisement will be provided by the appropriate district office personnel on matters related to certification add-on offerings, training requirements, and progress toward completion of the Reading Endorsement Program. The district will ensure that staff members are available to assist candidates with inservice training information, and follow-up advisement for successful program completion. The program will be monitored annually for cost effectiveness, percent of completers, effective management and operation of the Endorsement. This will be part of the annual Budget process for the Reading Endorsement. B. Attendance Attendance is mandatory unless because of serious illness or extreme emergency the instructor excuses the absence. Excused absence class hours must be satisfied through a schedule approved by the instructor. C. Certification of Completion When participants have completed all program completion requirements thereby demonstrating mastery of competencies and objectives, program completion is verified by the Office of Professional Development. The Human Resources (Certification) Department using data prepared by district staff will verify successful completion of all components and notify the Department of Education.


COMPONENT NUMBER: 1013591 COMPONENT TITLE: CAR-PD Academy DATA ELEMENTS: Primary Purpose (PP) A

Delivery Method (DM) A Evaluation C Follow-up Method (FM) M MAXIMUM POINT VALUE: 60 SCOPE: Certified Personnel GENERAL OBJECTIVES: This course is designed to help content area teachers improve instruction with the goal of helping every student become a good reader/writer, able to use literacy for a variety of purposes. The experience is intended as a support for content area teachers to implement a comprehensive approach to teaching and learning within a collegial network. The course is one component of implementation, which involves a comprehensive range of actions designed to develop literacy education in the content areas. The course is an essential step and it implies long-term school change based on scientifically based reading research. SPECIFIC OBJECTIVES: The participants will:

1. Understand and implement effective instructional practices in classrooms; 2. Understand the scientifically-based research for the elements of effective literacy instruction in the content areas; 3. Understand the five critical elements of reading identified by the National Reading Panel; 4. Reflect on how the five critical elements are inherent in the content areas; 5. Become skilled observers of students’ reading and writing behavior in the content areas; 6. Interpret and use dynamic and static data as a basis for teaching in the content areas; 7. Develop instructional plans for individuals, small groups, and classes in the content areas; 8. Reflect on and analyze their teaching of literacy in the content areas; 9. Evaluate and select literacy materials based on content; 10. Collect data to assess student learning; 11. Learn how to address issues in content area reading; 12. Develop a common language; 13. Investigate the creation of conditions for learning in content area classrooms; 14. Investigate strategic activities for sustaining literacy learning across content areas; 15. Investigate strategic activities for expanding literacy learning across content areas; and, 16. Amplify instruction utilizing writing to enhance literacy learning in content areas.

DESCRIPTION OF ACTIVITIES: Participants will be involved in a variety of activities to accomplish the specific objectives of this component. These activities may include but are not limited to: lecturettes, discussions, modeling of strategic activities, demonstrations of instructional practices, and hands-on training. The FLaRE CAR-PD model will be used in this course. Participants will use the required text Literacy & Learning in the Content Areas by Sharon Kane to assist in the research and investigative activities. EVALUATION: Evaluation of the specific objectives will be determined by the activity leader or designee through analysis of a reflection journal on outside readings. Participants must demonstrate increased competencies in 80% or more of the specific objectives in order to earn inservice credits. FOLLOW UP: This course will be offered as part of an ongoing program leading to a reading endorsement culminating in a supervised practicum through which participants will gain experience in implementing instructional strategies learned in this course and finally demonstrating attainment of the competencies of each component. Follow-up will be provided through the ongoing support of program instructors and through the practicum supervisor.


COMPONENT NUMBER: 1013593 COMPONENT TITLE: CAR-PD Plus DATA ELEMENTS: Primary Purpose (PP) A Delivery Method (DM) A Evaluation C Follow-up Method (FM) M MAXIMUM POINT VALUE: 60 SCOPE: Certified Personnel GENERAL OBJECTIVES: This course is designed to help content area teachers improve instruction with the goal of helping every student become a good reader/writer, able to use literacy for a variety of purposes. The experience is intended as a support for content area teachers to implement a comprehensive approach to teaching and learning within a collegial network. The course is one component of implementation, which involves a comprehensive range of actions designed to develop literacy education in the content areas. The course is Module Four of the CAR-PD option to achieve certification in reading. SPECIFIC OBJECTIVES: The participants will:

1. Understand and implement effective instructional practices in classrooms; 2. Understand reading as a process including student engagement in both fluent decoding of words and construction of

meaning. 3. Understand the scientifically based research for the elements of effective literacy instruction in the content areas; 4. Demonstrate substantive knowledge of the five critical elements of reading identified by the National Reading Panel; 5. Identify and apply basic concepts of phonology as they relate to language development and reading performance; 6. Distinguish both phonological and phonemic differences in language and their applications in written and oral

discourse patterns. 7. Identify structural patterns of words as they relate to reading development and reading performance; 8. Identify the principles of reading fluency as they relate to reading development; 9. Understand the meaning of test reliability and validity; 10. Identify phonemic, semantic, and syntactic variability between English and other languages; 11. Describe major types of derived scores from standardized tests; 12. Identify measurement concepts and characteristics; 13. Demonstrate knowledge of the characteristics, administration, and interpretation of both quantitative and qualitative

instructional assessments (to include each of the following: screening diagnosis, progress monitoring, and outcome measures).

14. Understand the role of assessment in planning instruction to meet student learning needs; 15. Identify reading assessment techniques appropriate for diagnosing and monitoring reading progress; 16. Identify appropriate criteria for selecting materials to include in portfolios for monitoring student progress over time; 17. Identify reading assessment techniques appropriate for diagnosing and monitoring reading progress of LEP students

and students with disabilities in the area of reading; 18. Apply knowledge of language development, literacy development, and assessment to instructional practices; 19. Use data to differentiate instruction and match students with appropriate curricular materials.

DESCRIPTION OF ACTIVITIES: Participants will be involved in a variety of activities to accomplish the specific objectives of this component. These activities may include but are not limited to: lecturettes, discussions, modeling of strategic activities, demonstrations of instructional practices, journaling, collecting and analyzing student data, reviewing research, action research, and hands-on training. The FLaRE CAR-PD Plus model and materials will be used in this course.

EVALUATION: Evaluation of the specific objectives will be determined by the activity leader or designee through analysis of a reflection journal on outside readings. Participants must demonstrate increased competencies in 80% or more of the specific objectives in order to earn inservice credits. FOLLOW UP: This course will be offered as part of an ongoing program leading to a reading endorsement culminating in a supervised practicum through which participants will gain experience in implementing instructional strategies learned in this course and finally demonstrate attainment of the competencies of each component. Follow-up will be provided through the ongoing support of program instructors and through the practicum supervisor.


COMPONENT NUMBER: 1014422 COMPONENT TITLE: Safety Education MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: To increase participants’ competency and awareness of strategies, knowledge, and materials in safety education. SPECIFIC OBJECTIVES: Upon completion of the component, each participant will:

1. Identify environmental hazards which might contribute to accidents. 2. Identify human factors which may contribute to accidents. 3. Cite learner characteristics and students’ sensory patterns which are especially important in safety education. 4. Identify key elements in complex situations, prediction of risk involvement, and execution of safe decisions. 5. Follow procedures of guiding students through experiences of risk assessment and decision making. 6. Develop skills to identify students who may be susceptible to involvement in repeated accidents. 7. Identify hazard and accident prevention materials. 8. Utilize procedures for emergency evacuation procedures under varying circumstances (bus, pedestrian, etc.). 9. Locate national, state, and local safety agencies and personnel for resource purposes. 10. Demonstrate the procedures for a uniform accident reporting system and how its feedback can be used for safety

education in the school plant and classroom. 11. Name co-curricular safety activities such as safety patrols, bicycle clubs, and hiking clubs. 12. Determine implications resulting from school-related accidents.


1. Lecture 2. Demonstrate and experiment 3. Have hands-on use of games, models, charts, diagrams, and other materials. 4. Review and evaluate various science materials. 5. Construct games to teach specific student skills in science. 6. Develop a unit for teaching an area of science. 7. Develop a lesson plan for teaching a science area 8. Construct a learning center for a science area. 9. Develop a unit box for a science area. 10. Visit other schools or programs.


COMPONENT NUMBER: 1015400 COMPONENT TITLE: Environmental Education MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: To increase the competence and broaden the knowledge of the participants in the area of environmental education. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Explain the philosophy and goals of the environmental program. 2. Identify the seven major principals of Environmental Education. 3. Demonstrate knowledge of the conceptual framework about which the activities are designed. 4. Define basic implementation techniques for selected activities. 5. Identify Florida’s terrestrial and aquatic wildlife management. 6. Identify the basic principles of wildlife resources. 7. Identify current and projected problems in the conservation of Florida’s natural resources. 8. Demonstrate outdoor skills including survival, support, and recreational impact on the environment. 9. Be able to list the basic characteristics of a tree as determined by their own observations. 10. Be able to describe some of the differences between deciduous and evergreen trees. 11. Be able to identify the natural resources from which home building materials are derived; distinguishing between

renewable and non-renewable resources. 12. Be able to perceive time from the perspective of tree growth. 13. Be able to describe the components of soil. 14. Be able to describe the value of protective coloration to living organisms. 15. Be able to identify varying methods of plant food dispensal. 16. Be able to state the importance of the forest and other plan communities as a source of food for plants and other

animals. 17. List the four elements for all animals and people. 18. Distinguish between wildlife and domesticated animals. 19. Identify common animal tracks. 20. Observe and count wildlife in an area and discuss whether wildlife is or is not present 21. Define symbiosis, commensalism, parasitism, and mutualism. 22. Discuss predator/prey relationships. 23. Describe implications of using a plot of land for a specific purpose. 24. Be able to describe the importance of water to living things. 25. Be able to illustrate the water cycle. 26. Be able to identify several aquatic organisms. 27. Describe the characteristics of wetlands and the importance of wetlands to wildlife and humans. 28. Identify a food web in a swamp ecosystem. 29. Identify foods derived from aquatic sources. 30. Describe acid participation and the effects of acid rain on plants and aquatic animals. 31. Identify major sources of aquatic pollution.

SPECIFIC ACTIVITIES: Participant will:

1. Attend lectures. 2. Participate in discussions. 3. Participate in demonstrations. 4. Participate in programs on environmental education such as Project Learning Tree, Project Wild, and Aquatic Life,

etc. 5. Review and evaluate available materials on environment. 6. Develop a unit on teaching a conversation skill for the appropriate grade level. 7. Develop a unit on teaching outdoor skills for the appropriate grade level. 8. Review and examine environmental regulations which do exist. 9. View filmstrips and videotapes available for the appropriate grade level. 10. Plan a program for the environment-poor student at the appropriate grade level. 11. Plan a Florida environmental and conservation book for parent and student home use. 12. Review and evaluate existing environmental and conservation programs.

EVALUATION: To the satisfaction of the consultant, each individual will: 1. Complete assigned activities. 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post- assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


COMPONENT NUMBER: 1015410 COMPONENT TITLE: Human Sexuality Education MAXIMUM POINT VALUE: 60 SCOPE: Human Sexuality Education GENERAL OBJECTIVES: To increase participants skills in addressing human sexuality education. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Identify concepts of sexuality education. 2. Identify concepts of human anatomy, physiology and terminology. 3. Identify concepts of psychosexual development. 4. Explain the sexual behavior of the student in their class. 5. Identify concepts of pregnancy and childbirth. 6. Identify concepts of Sexually Transmitted Diseases including AIDS. 7. Identify legal issues in the area of human sexuality. 8. Explain the processes of fertilization through birth. 9. Identify concepts to correct the basic myths and misconceptions surrounding the menstrual cycle. 10. Discuss women’s health issues and medical concerns. 11. Develop skills in planning for teaching human sexuality issues. 12. Develop increased teacher skills in discussing human sexuality issues with students.


1. Pre- and Post-test on knowledge and attitudes. 2. Attend lectures/discussions. 3. Attend small group activities. 4. Critique media. 5. Develop lesson plans. 6. Review abstracts and other materials relevant to human sexuality.


1. Complete assigned activities. 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-

assessment or by other valid means of measurement, in compliance with Florida Statute 231.608(1) and SBR 6A-5.071 (5).



COMPONENT NUMBER: 1015423 COMPONENT TITLE: Science MAXIMUM POINT VALUE: 60 SCOPE: Science Teachers GENERAL OBJECTIVES: To broaden the knowledge and increase the competencies of individuals in science. SPECIFIC OBJECTIVES: Upon completion of the component, each participant will:

1. Determine the importance of science at all grade levels. 2. Name the different areas of science. 3. List materials used in different areas of science. 4. Determine science skills to be taught at the appropriate grade level. 5. Develop materials for classroom use in the appropriate area of science. 6. Identify the appropriate science area. 7. Cite different teaching techniques for various areas of science. 8. Present different teaching strategies for various areas of science. 9. Identify available and current testing materials in science. 10. Find lessons to meet science competencies at the appropriate level.


1. Lecture 2. Demonstrate and experiment 3. Have hands-on use of games, models, charts, diagrams, and other materials. 4. Review and evaluate various science materials. 5. Construct games to teach specific student skills in science. 6. Develop a unit for teaching an area of science. 7. Develop a lesson plan for teaching a science area. 8. Construct a learning center for a science area. 9. Develop a unit box for a science area. 10. Visit other schools and programs.






COMPONENT NUMBER: 1015424 COMPONENT TITLE: Biology MAXIMUM POINT VALUE: 60 SCOPE: All Teachers GENERAL OBJECTIVES: This component is designed to broaden the knowledge and increase the competencies in science of individuals who are teaching out of field or who have minimum requirements in science or certification. SPECIFIC OBJECTIVES: At the conclusion of a rigorous sixty hour biology component, each participant will: 1. Define “human physiology” 2. Define “cell structure” 3. Define “skeletal system” 4. Define “muscular system” 6. Define “circulatory system” 7. Define “lymphatic system” 8. Define “respiratory system” 9. Define “urinary system” 10. Define “Digestive system” 11. Define “endocrine system” 12. Define “reproductive system” 13. Explain the concept of human physiology 14. Describe the cell structure of living things 15. List and explain the function of the major parts of the skeletal system 16. Describe and explain the function of the muscular system 17. Describe and explain the function of the nervous system 18. Describe and explain the function of the circulatory system 19. Describe and explain the function of the lymphatic system 20. Describe and explain the function of the respiratory system 21. Describe and explain the function of the urinary system 22. Describe and explain the function of the digestive system 23. Describe and explain the function of the endocrine system 24. Describe and explain the function of the reproductive system 25. Demonstrate the use of a microscope in the filed of biology 26. Demonstrate the use of dissecting equipment 27. Demonstrate the proper procedure for the typing of a blood sample. SPECIFIC ACTIVITIES: Participants will: 1. Use models to describe the functions of various biological systems found in lower organisms 2. Use models to describe the function of various biological systems found in humans 3. Use models to locate and explain the functions of various biological components found in lower organisms

4. Use models to locate and explain the functions of various biological components found in humans

5. Use charts and diagrams to describe the functions of various biological systems found in lower organisms

6. Use charts and diagrams to describe the functions of various biological systems found in humans 7. Use charts and diagrams to locate and explain functions of various biological components found in

lower organisms 8. Use charts and diagrams to locate and explain the functions of various biological components found in

humans 9. Demonstrate the proper laboratory techniques for the use of the microscope 10. Demonstrate the techniques used in the preparation of simple cell studies 11. Discuss recent major concepts of biology 12. Dissect various biological specimens 13. Practice the proper procedures of dissecting tools 14. Practice the proper procedures of dissection 15. Design a laboratory activity suitable for classroom use 16. Demonstrate a laboratory activity suitable for classroom use. EVALUATION: To the satisfaction of the consultant, each individual will:


or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). In addition, participants in the biological Science Institute will be given special projects on which to focus the application of process/inquiry skills and with which to expand knowledge in the specific contact. Successful completion of laboratory activities, based on the instructor’s criteria and observation, will be an integral part of the evaluation of increased competency. Using the 80% rule as a minimum criterion, the instructor will certify successful completion. Participants will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


COMPONENT NUMBER: 1015426 COMPONENT TITLE: Science Lab: Directing and Supplying MAXIMUM POINT VALUE: 60 SCOPE: Science Teachers GENERAL OBJECTIVES: To broaden the knowledge and increase the competencies of participants in techniques for directing and supplying science labs. SPECIFIC OBJECTIVES: Upon completion of the component, participant will: 1. Cut and bend glass tubing 2. Insert glass tubing into rubber stoppers 3. Use bunsen burners, alcohol lamps, and propane torches 4. Mix and pour solutions 5. Properly hand aerosols 6. Identify proper techniques for handling hazardous chemicals and materials 7. Identify proper techniques for use of fire blankets, fire extinguishers, showers, and eye washers 8. Identify proper techniques for disposing of unused or hazardous materials 9. Identify the legalities of treating laboratory-associated injuries 10. Organize lab activities 11. Adequately equip a laboratory SPECIFIC ACTIVITIES: Each participant will complete the following activities:

1. Lecture 2. Discussion 3. Demonstrations/experiments in:

a. cutting and bending glass tubing b. insertion of tubing into rubber stoppers c. starting bunsen burners, alcohol lamps, and propane torches d. mixing and pouring solutions e. proper techniques for handling aerosols f. proper techniques for handling hazardous chemicals and materials g. proper techniques for use of fire blankets, fire extinguishers, showers, and eye washes h. proper techniques for disposing of unused or hazardous wastes

4. Hands-on use of a-h above 5. Review and evaluation of available materials 6. Viewing of films, slides, and videotapes 7. Development of a plan for a science laboratory 8. Design of a lab activity for appropriate grade level 9. Visitation of other schools or programs.

EVALUATION:

To the satisfaction of the consultant, each individual will:



In addition, each individual will complete and evaluation of the effectiveness of both component and consultant, using Form SDP-03.


COMPONENT NUMBER: 1015427 COMPONENT TITLE: Oceanography and Marine Biology MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: Participants will be able to develop skills, knowledge and attitudes necessary for the improvement of instruction in science. This component should include such topics as physical and behavioral adoptions, energy relationships, limiting factors, water movement (including tides, waves, and currents), chemistry of sea water, and man’s relationship with the oceans. SPECIFIC OBJECTIVES: Upon completion of the component, participant will:

1. Operationally define, understand and give examples of habitats. 2. Identify relationships between populations and communities. 3. Describe the physical and behavioral adaptations allowing animals to live successfully in their environment. 4. Explain adaptability in species as a necessity for survival. 5. Identify evidences of interdependence between organisms. 6. Identify the principle theories to explain environmental specificity and variation of plants and animals as they

relate to distribution and population. 7. Construct a food chain showing producers and consumers. 8. Diagram an energy pyramid. 9. Diagram and energy food web. 10. Define biologically limited and physically limited systems. 11. Interpret the effects of an increase or decrease of five variables on population growth: food, space, ideas,

predators and environmental change. 12. Evaluate the effects of human and industrial influences on coastal areas. 13. Distinguish among the different world biomes and their characteristics. 14. Demonstrate and understanding of limiting factors that affect populations. 15. Identify water movement in the ocean including waves, tides, and currents. 16. Identify steps necessary for cleaning waste from water. 17. Identify ways in which people benefit from the ocean. 18. Identify living products from the sea and describe their benefit to man. 19. Identify non-living products from the sea and describe their benefit to man. 20. List factors that affect the movement of ocean water, including wind, temperature, and gravitation. 21. Identify the causes of ocean movement (waves, tides, and currents). 22. Identify factors which influence the chemistry of the ocean including salinity, minerals, runoff, etc. 23. Explain the origin of continents and ocean basins in terms of the theory of plant tectonics. 24. Identify currents of the world. 25. Propose methods to measure the depth, speed, and width of the Florida current. 26. Specify the biological consequences of up-welling. 27. Recognize the effects that oceans have on climate. 28. Discuss how the ocean is important for mineral and energy resources. 29. Analyze the chemical, physical, and biological impact of man and the ocean upon each other.


1. Attend a workshop or institute expressly designed for meeting these objectives, and conducted by instructors who have demonstrated expertise in the area.

2. Participant in biological field studies; including exploration around mangrove islands, snorkeling over shallow water reefs, and research aboard and oceanographic vessel.






COMPONENT NUMBER: 1015428 COMPONENT TITLE: Physical Science MAXIMUM POINT VALUE: 60 SCOPE: Instructional Personnel GENERAL OBJECTIVES: This component is designed to broaden the knowledge and increase the competencies of individuals in the aspects of physical science who are teaching out of field in elementary and middle schools or who have minimum requirements in physical science for certification. SPECIFIC OBJECTIVES: Upon completion of the component, participant will: 1. Define the term “Physical Science” 2. Distinguish the component sciences covered under the term “Physical Science” 3. Recognize the relationship of matter and energy 4. Identify the relationship of temperature, pressure, and volume 5. Identify and discuss current publications in physical science 6. Increase the science skills to be taught at various grade levels of physical science 7. Develop criteria for the selection of physical science materials for elementary and secondary use 8. Develop current testing materials in physical science 9. Cut and bend glass tubing for simple experiments 10. Insert glass tubing into rubber stoppers 11. Start and use bunsen burners, alcohol lamps and propane touches 12. Identify procedures for mixing and pouring acid and base solutions 13. Describe methods for handling hazardous chemicals and materials 14. Cite steps to organize lab activities 15. Establish sources to adequately equip a laboratory for physical science 16. Identify equipment appropriate for scientific investigations 17. Recognize the major physical science vocabulary terms 18. Discuss the atomic theory 19. Draw and construct models of the atom 20. Determine the difference between atoms and molecules 21. Write basic chemical formulas 22. Define work 23. Define mechanical advantage 24. Define the six types of simple machines and their uses 25. Determine how to use solar energy as an alternate energy source 26. Plan and use basic electrical circuits 27. Use the periodic table of elements 28. Properly dispose of unused and hazardous materials 29. Properly use fire blankets, fire extinguishers, showers and eye washes 30. Legally treat laboratory-associated injuries 31. State the safety procedures in the use of scientific equipment. SPECIFIC ACTIVITIES:

Each participant will complete the following activities: 1. Attend lectures, discussions and demonstrations 2. Participate in hands-on activities 3. Demonstrate the ability to present concepts relating to physical science by constructing a model, chart or diagram 4. Discuss, using appropriate references and evidence, the importance of the interrelationship between matter and energy 5. Perform laboratory exercises involving chemical principles: a. Identification of acids and bases b. Identification of elements, compounds and mixtures c. Identification of the states of matter (solid, liquid, gas, and plasma) 6. Perform laboratory exercises involving physical principles a. Identification of solids, liquids, glasses and plasma b. Identification of elements, compounds, and mixtures c. Identification of acids and bases 7. Visit other programs or areas that pertain to physical science: a. Florida Solar Station at Cocoa Beach b. An electric generating plant c. A chemical plant 8. Construct a periodic table of the first thirty elements 9. Construct a model to demonstrate parallel and series circuits 10. Construct a model to demonstrate the laws of motion 11. Design a lab activity for your appropriate grade level 12. Develop a plan for a school laboratory EVALUATION: To the satisfaction of the consultant, each individual will: 1. Complete assigned activities 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). In addition, each individual will complete and evaluation of the effectiveness of both component and consultant, using Form SDP-03.


COMPONENT NUMBER: 1015429 COMPONENT TITLE: Biological Functions and Genetics MAXIMUM POINT VALUE: 60 SCOPE: Science Teachers GENERAL OBJECTIVES: This component is designed to broaden the knowledge and increase the competencies of individuals in the study of biological functions, human physiology, genetics, and cell structure and function. This rigorous content instruction will be presented in a laboratory setting requiring the participants to both learn and do. SPECIFIC OBJECTIVES: At the conclusion of a rigorous sixty hour biology component, each participant will: 1. Explain the concept of human physiology 2. Describe the cell structure of living things 3. List and explain the function of the major parts of the skeletal system 4. Describe and explain the function of the muscular system 5. Describe and explain the function of the circulatory system 6. Describe and explain the function of the lymphatic system 7. Describe and explain the function of the respiratory system 8. Describe and explain the function of the urinary system 9. Describe and explain the function of the digestive system 10. Describe and explain the function of the endocrine system 11. Describe and explain the function of the reproductive system 12. Use a microscope in the field of biology 13. Use dissecting equipment 14. Organize lab activities 15. Establish sources for adequately equipping a laboratory for biological activities 16. State the safety procedures in the use of laboratory equipment 17. Describe DNA -- structure, function and importance 18. Describe the various kinds of RNA -- their structure, function and importance 19. Explain how proteins are made at the ribosome 20. Explain the Operettas Theory 21. Describe and explain meiosis 22. Describe Mendelian genetics 23. Discuss various dominance relationships 24. Discuss human genetics 25. Discuss genetic engineering 26. Discuss causes of mutations 27. Discuss chromosomal mutations and their effects 28. Discuss point mutations and their effects 29. Describe and explain the adaptive advantages of mitosis 30. Describe and explain the stages of mitosis 31. Describe and explain the adaptive advantages of meiosis 32. Compare meiosis in males and females 33. Compare mitosis and meiosis 34. Discuss various types of asexual reproduction 35. Discuss sexual reproduction 36. Compare the biological advantages and disadvantages of asexual versus sexual reproduction.

SPECIFIC ACTIVITIES: Participants will: 1. Use models to describe, locate, and explain the functions of various biological systems found in lower organisms 2. Use models to describe, locate and explain the functions of various biological systems found in humans 3. Use charts and diagrams to describe, locate, and explain the functions of various biological systems found in lower organisms 4. Use charts and diagrams to describe, locate, and explain the functions of various biological systems found in humans 5. Demonstrate the proper laboratory techniques for the use of the microscope 6. Demonstrate the techniques used in the preparation of simple cell studies 7. Dissect various biological specimens 8. Practice the proper handling of dissecting tools 9. Practice the proper procedures of dissection 10. Practice various genetic problems 11. Use prepared slides to locate the various stages of mitosis in plants and animals 12. Use prepared slides and charts to review the various stages of meiosis 13. Participate in lab activities pertaining to various aspects of human genetics 14. Participate in lab activities on various aspects of genetics in other species 15. Design a laboratory activity suitable for classroom use 16. Demonstrate a laboratory activity suitable for classroom use

17. Discuss recent development in genetic engineering and their potential impact on human reproduction and population. EVALUATION: Participants will show increased competency of 80% of the specific objectives of the component as determined by pre- and post-assessment scores, in compliance with Florida Statute 231.608 (10 and SBR 6A-5.071(5) In addition, participants is the biological Science Institute will be given special projects on which to focus the application of process/inquiry skills and with which to expand knowledge in the specific contact. Successful completion of laboratory activities, based on the instructor’s criteria and observation, will be an integral part of the evaluation of increased competency. Using the 80% rule as a minimum criterion, the instructor will certify successful completion. Participants will complete an evaluation of the effectiveness of the instructor and the component, using OTEC Form SDP-03.


COMPONENT NUMBER: 1015430 COMPONENT TITLE: Environmental Science MAXIMUM POINT VALUE: 60 SCOPE: Instructional Personnel GENERAL OBJECTIVES: To increase knowledge and understanding of man’s interaction with Florida’s Ecosystem, environmental issues and the role of natural resources in our world. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Identify the various components of an ecosystem and the relationship each has to the other 2. Select and study a specific ecosystem common to Florida, noting the relationship and dependencies that occur

3. Identify the major biomes of the world and study the respective features of each 4. Identify the various species of plants and animals within an ecosystem and study the factors that affect their growth, survivorship and mortality 5. Analyze the factors that lead to changes in an ecosystem 6. Describe the dimensions of human populations and the consequences of population distributions and density 7. Analyze soil and its importance in any ecosystem

8. Explain how the various processes involved in food production world wide relates to species survival 9. Explain the impact urban development has on land use 10. Identify factors that contribute to the endangerment and extinction of species 11. Compare various energy sources as to cost, extent of use, availability and future outlook 12. Analyze nuclear energy and its potential implant of the environment 13. Identify the types, availability and use of various renewable and nonrenewable resources

14. Analyze the environmental impact of the procedure and processes used by waste management plants 15. Analyze a communities water management plan 16. Define the role of the EPA and examine its impact on solving environmental problems 17. Identify and describe the impact of recent and past legislation upon the local community 18. Identify the international relationships and responsibilities towards solving environmental problems 19. Trace the economic and social changes that have occurred in Florida over the past several years and show the environmental consequences of each 20. Identify the various practices involved in conserving our natural resources 21. Develop ways and means of becoming personally involved in the conservation of our resources 22. Trace energy flow through a typical ecosystem 23. Describe the problems associated with solid waste management in a local community 24. Identify a local environmental problem and develop a plan for reducing or eliminating the problem 25. Identify the various natural cycles that occur within a biosphere

26. Compare various practices and processes in agriculture and their impact on man and his environment 27. Identify sources and possible solutions to problems associated with air and water pollution 28. Identify local, state and national programs designed to focus attention and action on environmental issues and concerns 29. Develop resource lists appropriate to environmental education 30. Analyze a local program of recycling 31. Identify the major types of ecosystems in Florida and the unique features of each, including man’s impact on each, both positive and negative.

SPECIFIC ACTIVITIES: articipants will participate in a variety of activities including: 1. Reading 2. Lectures 3. Discussions 4. Debates 5. Films 6. Videos 7. Field Trips 8. Experiments 9. Student Presentations EVALUATION: To the satisfaction of the consultant, each individual will: 1. Complete assigned activities 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


COMPONENT NUMBER: 1015431 COMPONENT TITLE: Aerospace Technology And Curriculum MAXIMUM POINT VALUE: 60 SCOPE: Instructional GENERAL OBJECTIVES: Participants will learn to motivate students through the integration of aerospace technologies with basic education concepts. This knowledge will allow teachers to integrate hands on activities in current curriculum.


COMPONENT NUMBER: 1015432 COMPONENT TITLE: Florida’s Wild MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To provide participants with a basic knowledge of the Florida Ecosystem - wildlife, plant life and natural resources indigenous to Florida - including scientific and technical knowledge, as well as current problems and issues in environmental education. SPECIFIC OBJECTIVES: Upon completion of the component, participant will be able to: 1. Identify the components of the hydrological cycle 2. Describe the hydrogeology of Central Florida 3. Identify the primary sources of water pollution 4. Describe the function of wetlands and their relationship to uplands 5. Describe the effects of drainage and development on wetland habitats in Florida 6. Describe the process used to acquire and treat drinking water 7. Evaluate the impact of Florida’s growth on our natural resources 8. Identify the goals and responsibilities of Florida’s Water Management Districts 9. Identify water needs and uses in Central Florida 10. Describe the relationship of estuaries and freshwater bodies to the natural environment 11. Identify the components of an ecological system 12. Describe the types, availability and use of renewable and non-renewable resources in Florida 13. Identify the major species of plants and animals indigenous to Florida 14. Analyze soil and its importance in an ecosystem 15. Identify local, state and national programs designed to reduce pollution 16. Identify local environmental concerns, and possible solutions 17. Identify the various natural cycles that occur in a biosphere 18. Identify the methods and practices of state agencies in measuring fish populations 19. Investigate possible solutions to environmental problems 20. Identify legislative mandate designed to protect our environment 21. Define the role of the EPA 22. Design a laboratory activity suitable for classroom use which deals with the maintenance of Florida’s wild 23. Describe the process of collecting and testing water samples 24. Define, understand and give examples of a habitat 25. Distinguish Florida biome from other non-related types 26. Describe the materials needed for a field study of local flora 27. Demonstrate the effective use of a plant press 28. Identify local efforts to preserve Florida’s wetlands 29. Discuss the history of Environmental Science 30. Identify factors which contribute to the endangerment of Florida’s wild 31. Demonstrate knowledge of the computer software available in the area of environmental science. SPECIFIC ACTIVITIES: Each participant will:

1. Reading 2. Discussions 3. Lectures 4. Computer Instruction 5. Videos 6. Field Trips 7. Field Experiments 8. Classroom Lectures 9. Presentation 10. Plant life Sampling 11. Water Testing 12. Individual/Group Study Projects EVALUATION: To the satisfaction of the consultant, each individual will: 1. Complete assigned activities 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


COMPONENT NUMBER: 1015433 COMPONENT TITLE: Florida’s Forest and Environmental Education MAXIMUM POINT VALUE: 60 SCOPE: All Teachers GENERAL OBJECTIVES: Participants will increase their knowledge and enhance their understanding of a wild variety of topics related to Florida’s Forests and environmental education. The participant will also develop knowledge and experience that will enable them to provide instruction to middle school students about Florida’s Forests.


COMPONENT NUMBER: 1016434 COMPONENT TITLE: Social Studies MAXIMUM POINT VALUE: 60 SCOPE: All Teachers GENERAL OBJECTIVES: The objective of this component is to increase the participants’ competency and knowledge in the field of social studies. SPECIFIC OBJECTIVES: Upon completion of the component, participant will: 1. Identify the importance of social studies at all grade levels 2. Identify the different areas of social studies 3. Identify materials directly relevant to social studies at assigned grade levels 4. Identify social studies skills to be taught at the appropriate grade level 5. Develop materials for classroom use at the appropriate level 6. Develop knowledge of subject matter for the appropriate subject or grade level 7. Develop knowledge of different teaching techniques for various areas in social studies 8. Develop knowledge of different teaching strategies for social studies study skills 9. Identify availability and use of current testing materials in social studies 10. Develop knowledge for directing lessons to meet social studies competencies at the appropriate level SPECIFIC ACTIVITIES: Each participant will complete the following activities: 1. Lecture 2. Demonstration 3. Hands-on use of games and materials 4. Review and evaluation of available social studies materials 5. Construction of games to teach specific skills in social studies 6. Development of a unit for teaching an area of social studies 7. Development of a lesson plan for teaching a social studies skill 8. Construction of a learning center for a social studies skill 9. Development of a multi-media box for a social studies area 10. Visitation of other schools or programs. EVALUATION: To the satisfaction of the consultant, each individual will: 1. Complete assigned activities 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


COMPONENT NUMBER: 1016435 COMPONENT TITLE: Geography MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: This component is designed to broaden the knowledge and increase the competencies of individuals in geography for teachers in grades K-12. SPECIFIC OBJECTIVES: Upon completion of the component, participant will:

1. Identify the basic concepts of geography 2. Define the basic terms of geography 3. List the problems of conservation of natural resources 4. Identify the human resources of major regions of the world 5. Identify the natural resources of major regions of the world 6. Identify basic physical elements of geography 7. Recognize the basic elements of physical geography as they relate to the development of specified areas 8. Identify the basic elements of cultural geographic as they relate to the development of specified areas 9. Determine the basic elements of economics geography’s as they relate to the development of

specified areas 10. Analyze the North American landscape as it is affected by climate, vegetation and geomorphology 11. Recognize how climates affect the integrated patterns of world distribution 12. Identify how landforms affect the integrated patterns of world distribution 13. Identify how soil, natural vegetation and minerals affect the integrated patterns of world distributions 14. Name the continents and oceans of the world 15. Identify the highest mountains in the world 16. Name the highest active volcano in the world 17. Define archipelago 18. List the major rivers 19. List the major products of specifies areas 20. Identify the chief crops of specified areas 21. Name the capitals and states of the United States 22. Name the capitals of major countries in the world 23. Analyze the basic principles and problems associated with development, use, conservation, and management of natural resources with special emphasis of the United States 24. Read a topographic map 25. Read a geological map 26. Interpret landforms and landscapes as they relate to the geography 27. List the major regions of the world 28. Identify the continents 29. Identify selected countries within the continents 30. Locate on a map of the world the continents and oceans 31. Locate on a world map the major countries and their capitals.


1. Attend lectures, discussions, and demonstrations 2. Participate in hands-on activities 3. Demonstrate the ability to present concepts relating to geography by constructing a model, chart, amp, diagram or graph 4. Discuss, using appropriate references and evidence, the importance of human and material resources to the major regions of the world 5. Visit other programs or areas that pertain to geography 6. Construct a geographic or topographic map 7. Label the continents and oceans on a world map 8. Label the capitals and states of the United States on a map 9. Label the major countries and their capitals on a world map 10. Point out the major river systems on a world map 11. Point our the major mountain ranges on a world map 12. Construct a map of a country showing:

a.Major river systems b.Major mountain ranges c.Major products and chief crops

13. Develop a graph 9r chart comparing the major products of the major countries 14. Construct a world map showing the continents and oceans 15. Construct a map of a specified area showing the landforms 16. Participate in activity games

17. Develop a list of problems associated with development, use, conservation, and management of natural resources 18. Develop a list of possible solutions to the problems associated with development, use conservation, and

management of natural resources 19. Develop a pie graph showing the percentage of specified area has of the major crops of the world 20. Develop a pie graph showing the percentage a specified area has of the major products of the world. EVALUATION: To the satisfaction of the consultant, each individual will: 1. Complete assigned activities 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


COMPONENT NUMBER: 1016436 COMPONENT TITLE: Florida Studies MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: This component is designed to broaden the knowledge and increase the competencies of individuals in geography for teachers in grades K-12. SPECIFIC OBJECTIVES: Upon completion of the component, participant will:

1. List the problems of conservation of natural resources in Florida 2. Identify the human resources of Florida 3. Identify the natural resources of Florida 4. Identify basic physical elements of geography 5. State the basic elements of physical geography as they relate to the development of Florida 6. Analyze the Florida landscape as it is affected by climate, vegetation, and geomorphology 7. Identify bodies of water the border Florida 8. State the process of beach drift, long shore currents as they affect Florida 9. Identify plate tectonics as the concept relates to earthquakes and igneous activities in Florida 10. Identify the geological make-up of Florida 11. Identify the land regions of Florida 12. Cite the effects that hurricanes have on major land features of Florida 13. Identify the highest and lowest elevation of Florida 14. Name the counties of Florida 15. Analyze the basic principles and problem associated with development, use, conservation, and

management of natural resources 16. Explain a topographic and/or geological map 17. Locate Florida on a world map 18. Identify the prehistoric Indians of Florida 19. Locate on a map of Florida the areas where the prehistoric Native Americans lived 20. Identify the explorers of Florida 21. Cite the early history of Florida from the arrival of the Spanish to statehood 22. Explain why Florida seceded from the United States 23. State the purpose of the North’s blockade of the South during the Civil War 24. Explain why Florida’s cattle and salt were important during the Civil War 25. Identify several problems Florida faced after the war 26. Describe the role of Jonathan Gibbs in postwar Florida 27. Explain how Florida’s large war debt was paid off 28. Explain how railroads influenced Florida’s growth 29. State how the space program has affected Florida 30. Explain how the tourism industry has affected Florida 31. Describe the significance of agriculture in Florida.

SPECIFIC ACTIVITIES: Participants will: 1. Attend lectures, discussions, and demonstrations 2. Participate in hands-on activities 3. Demonstrate the ability to present concepts relating to geography by constructing a mold, chart, diagram, or graph 4. Discuss, using appropriate references and evidence, the importance of human and material resources to Florida 5. Visit other programs or areas that pertain to Florida Geography and/or Florida History 6. Construct a geographic or topographic map of Florida 7. Label the counties and bodies of water of Florida on a map 8. Point out the river system of Florida 9. Construct a map of Florida showing: a.major river systems b.major land regions c.major products and chief crops 10. Participate in activity games 11. Develop a list of problems associated with development use, conservation, and management of natural resources 12. Develop a list of possible solutions to the problems associated with development, use, conservation, and management of natural resources 13. Preview available audio-visual materials concerning geography and history of Florida 14. Keep a two-week record of the daily weather of Florida 15. Develop a timeline of Florida history from pre-historic Native Americans to present time 16. Collect articles of Florida from newspapers and magazines 17. Demonstrate the ability to present the early history of Florida 18. Plot major hurricanes that have hit Florida 19. Construct a map showing the Confederate and Union forts and battlefields in Florida. EVALUATION: To the satisfaction of the consultant, each individual will: 1. Complete assigned activities 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SD0-03.


COMPONENT NUMBER: 1017439 COMPONENT TITLE: Teaching Writing MAXIMUM POINT VALUE: 40 SCOPE: Language Arts Teachers GENERAL OBJECTIVES: To gain increased competency in the teaching of writing. SPECIFIC OBJECTIVES: Upon completion of the component, participant will: 1. Identify the importance of perceiving writing process 2. Identify and explain the steps in the writing process 3. Discuss several aspects of modern theory on the teaching of writing 4. Identify the elements of an effective writing program 5. Explain the importance of regular writing activities in the classroom 6. Model response-group techniques

7. Identify several techniques and strategies appropriate to a given level for teaching the steps of writing 8. List several methods of generating ideas and vocabulary for writing 9. List or demonstrate several methods involving right-brain activities in the writing process 10. Explain alternative methods of editing student work 11. Describe the qualities and characteristics of analytical evaluation methods 12. Describe the qualities and characteristics of analytical evaluation methods 13. Differentiate between rewriting and editing 14. Describe the role of grammar and usage instruction in teaching effective writing 15. Describe the role of journals in a writing class 16. Identify the functions of expressive transactional, and poetic writing 17. Identify methods of publishing for audiences outside the classroom 18. List several methods of classroom publication 19. Develop a writing program for an appropriate level 20. Develop a lesson plan for one week of such a writing program. SPECIFIC ACTIVITIES: Each participant will: 1. Attend lectures 2. Take part in discussions 3. Participate in or attend demonstrations 4. Present to other participants a successful method of teaching writing. 5. Model the stops in the writing process 6. Take part in a response group

7. Gather information from reading and research on successful techniques and strategies for teaching writing 8. Demonstrate or describe at least one method of generating ideas and/or vocabulary for writing

9. Demonstrate or describe at least one method of involving right-brain activities in the writing process 10. Demonstrate or describe at least one way to edit student writing other than teacher-marking of paper’s

mistakes 11. Participate in a simulation of holistic evaluation discuss experiences with this method 12. Participate in a simulation of analytical evaluation of discuss experiences with this method 13. In writing samples, distinguish between the need for rewriting and the need for editing

14. Participate in discussion of the purpose of teaching grammar and usage, and of the relationship of such knowledge to the improvement of the student writer

15. Participate in discussion of the role of journals in encouraging the flow of writing 16. Discuss and examine samples of expressive, transactional, and poetic writing 17. Examine, discuss, and produce samples of student publishing beyond the classroom 18. Demonstrate or describe at least one idea for in-school publication of student writing 19. Create the outline of a writing program for a grading term, semester, or year, make use of the principles learned in

this component 20. Create a one-week lesson plan demonstrating how to use a part of the program outline in Activity 12






COMPONENT NUMBER: 1100809 COMPONENT TITLE: Mentally Handicapped MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will learn various techniques, procedures, intervention and curriculum for the mentally handicapped student. This knowledge will improve professional knowledge and competencies.


COMPONENT NUMBER: 1100811 COMPONENT TITLE: Preschool Exceptional Education MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will obtain skill in and knowledge of curricula, materials, and instructional techniques. This knowledge will provide professional competencies that will improve services exceptional prekindergarten students.


COMPONENT NUMBER: 1100825 COMPONENT TITLE: Nature and Needs of Exceptional Students-Varying Exceptionalities MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge of the nature and needs of students with disabilities, including those who are emotionally handicapped; specific learning disabled; or educable, trainable, or profoundly mentally handicapped. The knowledge base emphasizes etiology, prevention and medical aspects of disabilities; characteristics and classification of exceptional students; interventions and educational services; curricular planning; and utilization of community services SPECIFIC OBJECTIVES: Upon completion of the component, the participant will be able to:

1. Identify local, state, and federal legislation/policies pertaining to exceptional children and youth, and where to access them, including P.L. 91-142, IDEA, 504, and ADA. (SLD 1-6), (VE 1-1), (VE 1-2)*

2. Describe essential factors in State Board of Education Rules pertaining to exceptional student education (pupil progression plan, FTE, contact hours, graduation requirements). (SLD 1-6), (VE 1-1)

3. Identify current definitions for exceptionalities and terminology used in exceptional student education. (VE1-3) 4. Compare and contrast medical, educational, and psychological definitions and classifications systems. (VE 2-1) 5. Identify the current issues related to prevalence, incidence, and classification of children and youth with emotional,

mental, and/or specific learning disabilities. (MH 2-4), (SLD 2-3), (VE 1-3),(VE 2-2), (VE 2-3) 6. Demonstrate knowledge of current data-based research trends, attitudes, and standards that affect the provision of

services in exceptional student education, including cross-categorical models. (SLD 17-2), (VE 1-4) 7. Describe the pre-referral, referral, and placement process, including cultural considerations and full continuum of

services for children and youth with disabilities. (MH 2-6), (SLD 3-10), (VE 2-7) 8. Identify what constitutes a related service and how it promotes the least restrictive environment. (VE 2-8) 9. Describe the impact disabilities have on the family and on the peers of children and youth with disabilities. 10. Identify socioeconomic, cultural, and other factors in and out of school which contribute to academic and behavior

performance in children and youth with disabilities. (EH 2-5), (MH 2-4), (SLD 1-7), (VE 2-6) 11. Define Maslow’s five basic psychological needs and describe their impact on children and youth with disabilities. 12. Discuss issues related to “labeling.” 13. Identify the major affective needs of children and youth with disabilities. 14. Identify possible reasons for low self-esteem in children and youth with disabilities. 15. Identify signs and symptoms that may indicate abuse, neglect, or use of tobacco, alcohol, and other drugs by children

and youth. 16. Demonstrate the ability to identify abused, neglected, and addicted children and youth. 17. Demonstrate the ability to provide intervention for children and youth who are abused, neglected, or addicted. 18. Describe social influences on the development of programs for exceptional students. (VE 1-3) 19. 19.Describe philosophical bases for delivery of services to exceptional students. (MH16-2), (SLD 17-2, 17-3), (VE

19-2) 20. Recognize the stages of development as they relate to disabilities and interventions. 21. Identify, discuss, and compare the social, physical, psychological, educational, and behavioral characteristics of

children and youth with disabilities, including those with multiple diagnoses, andthat with related medical disorders such as dyslexia and attention deficit/hyperactivity disorder. (VE 1-5, 2-5)

22. Define and discuss psychometric definitions and classifications and the impact of bilingualism and cultural diversity as they relate to identification for placement in exceptional student education programs.

23. Identify health and safety procedures for students and staff, including first aid, CPR, universal procedures for handling body fluids, vaccinations, boosters, and pregnancy precautions.

24. Identify medical orientations/treatments of children and youth with disabilities. 25. Identify psychotropic and seizure control medications typically used with children and youth with disabilities. 26. Describe the characteristics of children and youth who were substance-exposed before and during birth and how this

may relate to various disabilities. 27. Demonstrate the ability to identify children and youth at risk for suicide. 28. Recognize responsibilities to non-identified students who are at risk and demonstrate consultation skills. 29. Demonstrate ability to recognize and manage stressful situations related to working with children and youth with

disabilities. 30. Identify teacher behaviors that may positively or negatively influence behavior of children and youth. 31. Demonstrate methods of promoting enthusiasm in teaching children and youth with disabilities and interacting

with other professionals. 32. Identify professional, family, and community organizations and their related purposes and process of involvement.

(SLD 16-1M 16-2) 33. Demonstrate knowledge of cultural diversity and ability to relate to persons of different cultures, and cultural

diversity’s impact on intervention. (SLD 16-2, 16-3) 34. Identify principles and/or demonstrate procedures for working with parents of different cultures regarding the nature

and management of their child’s disability. (SLD 16-2, 16-3) 35. Identify federal, state, and community agencies which provide legal, social, and medical resourcesfor families and

children and youth with disabilities, including the concept of full service schools. (MH 2-6), (SLD 16-1) 36. Identify local, state, and federal legislation and policies for children and youth with serious emotional disabilities. (EH

1-1) 37. Demonstrate an understanding of processes of the legal system and the implications for children and youth with

emotional disabilities. 38. Identify and discuss the characteristics of students with emotional disabilities. (EH 2-5), (VE 2-6) 39. Demonstrate familiarity with Diagnostic and Statistical Manual (DMS-111-R) terminology. (EH 2-2) 40. Demonstrate knowledge of developmentally appropriate behavior, including contemporary adolescent culture and

normal and abnormal adolescent development. (EH 2-3) 41. Recognize the difficulties in defining abnormal behavior, including cultural considerations. 42. Discuss issues relating to terminology associated with children and youth with emotional disabilities, such as

behavior disorder and severe emotional disturbance (SED), citing the professional literature. 43. Compare and contrast the various theoretical perspectives regarding nature and etiology of emotional disabilities. (VE

2-4) 44. Develop a personal philosophy concerning individuals with emotional disabilities, based on research and theories. 45. Identify learning styles, skill levels, and behavioral characteristics of children and youth with disabilities. 46. Identify technology that is available and appropriate for children and youth with disabilities. 47. Identify and discuss medical services and community resources for prevention and intervention for children and

youth with emotional disabilities. 48. Demonstrate an understanding of interagency networking for children and youth with emotional disabilities, including

consideration of cultural diversity. 49. Identify counseling appropriate for students with emotional disabilities, including consideration of cultural diversity. 50. Describe transition issues impacting adults with emotional disabilities. 51. Identify organizations and journals pertinent to the field of emotional disabilities. 52. Identify the social, learning, physical, and behavioral characteristics of children and youth with mental disabilities,

including children and youth with multiple disabilities. (MH 2-4) 53. Identify prevalence/incidence and characteristics of children and youth with mild, moderate, and severe/profound

mental disabilities; multiple disabilities; and pervasive development delays. (MH 2-4) 54. Identify the major assessment practices and issues related to the identification of students with mental disabilities.

(MH 11-2) 55. Identify the social, learning, physical, and behavioral characteristics of individuals with mental disabilities, including

pervasive development delays, traumatic brain injuries, and substance-exposure. (VE 2-6, MH 2-4) 56. Identify methods of prevention of mental disability. 57. Explain issues related to cultural-familial mental disability. 58. Identify common genetic syndromes and clinical disorders associated with mental disabilities. 59. Develop a personal philosophy concerning children and youth with mental disabilities, based on research and theories.

(MH 16-1)

60. Identify the historical events and contributors that have had a major impact on the field of mental retardation. (MH 16-1)

61. Assess the implications of biological, medical, cultural, and sociological aspects of mental disabilities. Analyze the effects of mental disabilities on social, political, cultural, and economic aspects of society. (MH 2-8)

62. Compare historical and current attitudes regarding treatment and habilitation of children and youth with mental disabilities. (MH 16-2)

63. Demonstrate knowledge of differences in delivery models for students in educable, trainable, and profound programs. 64. Discuss inclusion as it relates to individuals with mental disabilities. 65. Identify and locate employment opportunities, including workshop and other work opportunities for youth with

mental disabilities. (MH 10-2) 66. Discuss the adult, social, occupational, and independent living options for students who have mild, moderate, and

severe mental disabilities. (MH 10-1) 67. Identify and access age and developmentally appropriate leisure activities for children and youth with mental

disabilities. (MH 10-1) 68. Identify and report various types of seizures. 69. Identify medical procedures and equipment typically used with children and youth with medical complex conditions. 70. Identify organizations and journals pertinent to the field of mental disabilities. (MH 16-3, (VE 19-2) 71. Recognize the development of definitions and terminology related to learning disabilities. (SLD 1-7, SLD 2-2) 72. Identify the social, learning, cognitive, and behavioral characteristics of individuals with learning disabilities

throughout their life spans. (SLD 1-7, SLD 2-1), (VE 2-6) 73. Identify current definitions of learning disabilities and their components. (SLD 1-7) 74. Recognize and describe various theorists and theories regarding children and youth with learning disabilities, including

medical models and plans of intervention. (SLD 17-2) 75. Recognize current data-based research that is influencing practices in learning disabilities. (SD 17-1, (VE 19-1) 76. Formulate and define a personal definition of learning disabilities based on research and theories. 77. Identify environmental and academic demands of the school setting for children and youth with learning disabilities. 78. Describe issues impacting adults with learning disabilities. 79. Identify and describe the roles of professionals who work with individuals with learning disabilities.(SLD 17-3) 80. Identify organizations and journals pertinent to the field of learning disabilities.

SPECIFIC ACTIVITIES: A detailed description of all component activities can be found in the Florida Alternatives\Nature and Needs of Exceptional Students: Instructor’s Manual, developed through the Alternative Training Initiative Project coordinated by FDLRS/South, under the auspices of the Florida Department of Education, Division of Public Schools, Bureau of Education for Exceptional Students, and Division of Human Resources Development, Bureau of Teacher Education. A copy of this Instructor’s Manual and a Student-Colleague’s Resource Book may be obtained from:

Clearinghouse/Information Center Bureau of Education for Exceptional Students

Florida Department of Education Florida Education Center Tallahassee, FL 32399

Phone: (904) 488-2077; FAX: (904) 487-2194; Suncom: 278-2077; Special Net: BEESPS

Learning activities in which student-colleagues will participate during the delivery of this component include: • Listen to mini-lectures • Listening to guest presenters • Completing assigned readings • Participating in jigsaw activities • Write portfolio entries/activities • Viewing slide/tape presentation • Participating in small group • Brainstorming discussions/activities • Discussing case studies • Developing and participating in • Writing to a professional organization large group discussions • Viewing videos • Doing out of class activities • Doing group presentations/sharing • Planning and implementing an activity celebrating cultural activity EVALUATION:



by other valid means of measurement in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5).

In addition, each individual will complete an evaluation of effectiveness of both component and consultant, using Form SDP-03.


COMPONENT NUMBER: 1100832 COMPONENT TITLE: Language Development and Learning for Exceptional Student Education MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge in language development and learning with emphasis on language development and disorders, the impact of language on learning, and augmentative communication. Upon completion of the component, participants will demonstrate the ability to:

1. Recognize the normal sequence of language development (EH 7-1) (SLD 7-1) (VE 7-1)* 2. Identify the components of language structure. (MH 6-2) (SLD 7-1) (VE 7-2) 3. Identify common language development lags. 4. Compare normal language development with developmental lags. 5. Demonstrate knowledge of differences and similarities in language development among various ethnic, cultural,

linguistic, and economic groups. 6. Identify the most frequent errors of language usage (Pragmatics) typically associated with handicapped students. 7. Identify typical speech processes and their development. 8. Identify the most common speech disorders seen in school-aged students. 9. Describe the learning problems associated with the most common speech disorders. 10. Recognize the socio-cultural influences of speech and language development. (EH 7-1) (MH 6-4) (VE 7-4). 11. Describe the social and emotional implications of speech/language disorders. 12. Discuss the educational implications for students with speech/language disorders. 13. Discuss the impact of speech/language delays or disorders on learning. 14. Recognize the relationship between phonological awareness and the acquisition of basic decoding skills in the

process of learning to read. 15. Demonstrate knowledge of basic communication processes. 16. Identify the prevalence and incidence of communication disorders. 17. Identify augmentative communication techniques. 18. Describe the role of the teacher in implementing augmentative systems in the classroom. 19. Use adaptive equipment (typewriters, language boards, computers, etc.) to promote interactive learning for students

who are non-verbal. 20. Describe the application of computer technology to language development. 21. Identify oral language deficits and select appropriate language interventions based on students.

(SLD 7-4) 22. Apply language stimulation techniques, based on student information. (VE 7-5) 23. Adapt instructional strategies for students with language delays. 24. Integrate activities to promote language development into all instructional strategies. 25. Implement intervention strategies that facilitate language development. 26. Implement activities in the classroom that will maximize the program and strategies used by a speech/language

clinician. 27. Use a variety of instructional materials to increase a student’s language skills.

28. Demonstrate knowledge of teaching strategies appropriate for individuals or groups of students who have speech/language disorders.

29. Demonstrate knowledge of intervention techniques for infants, children and youth in developing language. 30. Select appropriate teaming intervention procedures to use in collaboration with other professionals, parents, and

agencies. 31. Demonstrate knowledge of resources available to assist the student who has a speech disorder. 32. Demonstrate knowledge of appropriate procedures for referring students for related services.


1. Demonstrate an understanding of required concepts presented through a variety of print and audio-visual materials, multimedia presentations, and discussions by completing quizzes, tests, or other written assignments.

2. Learn to recognize and identify a variety of disorders of speech and language. 3. Implement speech and language activities for individual students as recommended by, and under the supervision of

the speech therapist. 4. Attend an individually-scheduled observation of the activities of the Augmentative Communication Evaluation Team. 5. Attend a technology demonstration of various augmentative communication devices. 6. Under the guidance of the school speech therapist, participants will prepare referral for speech and language

services. 7. In the context of instruction on phonological awareness, participants will respond to auditory discrimination items

(with just noticeable differences) to gain a better understanding of the role of phonic analysis in basic decoding skills. 8. Given a language deficit and a list of interventions, participants will select the most appropriate interventions. 9. Contribute (recipe box) descriptions of instructional adaptations for promoting language development as shareowner

with other class members.


1. Complete assigned activities. 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or


In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03. *Parenthetical references are to Competencies and Skills Required for Teacher Certification in Florida Department of Education, Third Addition, 1989.


COMPONENT NUMBER: 1100835 COMPONENT TITLE: Teaching Social and Personal Skills for Exceptional Student Education MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in teaching social and personal skills for exceptional students, with emphasis on employability skills, career awareness, and transition planning for adult living. SPECIFIC OBJECTIVES: Upon completion of the component, the participant will have acquired competencies to:

1. Identify age appropriate social/affective skills for individuals and groups. (EH 10-1) (MH 9-1) (SLD 9-1) (VE 9-1)*

2. Identify documented correlations of social incompetence. 3. Read, comprehend, and interpret professional literature in the teaching of social/affective skills. 4. Demonstrate understanding of the social validity issues in social skills training. (VE 9-2) 5. Demonstrate knowledge of similarities and differences among various ethnic, cultural, linguistic, and economic

groups and their relationship to social personal skills. (VE 9-2) 6. Select interventions for developing appropriate social skills using teacher observations, and assessment data. (LSD 9-

2) (VEL 9-3) 7. Develop and apply analogue techniques in the assessment of social skills. 8. Select and use appropriate behavior checklists for the assessment of social skills. (VEL 3-10) 9. Apply interventions that promote age-appropriate social skills for individuals and/or groups. (HE 10-2) (VEL 9-4) 10. Teach interpersonal skills which assist students in developing a positive self-concept. 11. Teach interpersonal skills which assist students in interacting constructively with their peers.) 12. Explain the purpose of the components of a sound social skills instructional program. 13. Describe procedures for promoting generalization of social skills to settings outside the training site. 14. Apply consultation techniques in promoting age-appropriate social skills. 15. Evaluate effectiveness of social skills interventions. (MH 9-2) 16. Identify age-appropriate career-vocational skills for exceptional students. (SLD 11-1) 17. Select interventions for developing appropriate career-vocational skills from compiled assessment data. (SLD 11-

2) 18. Identify model career-vocational assessment components. 19. Apply academic content area skills to job related tasks. 20. Describe instructional strategies for vocational preparation skills. 21. Identify appropriate behavior related to successful job placement and maintenance. 22. Identify appropriate procedures to assist students in developing employability skills. 23. Identify components of community-based instruction programs. 24. Identify potential employers of exceptional students within the community. 25. Identify appropriate job coaching skills for community-based instruction. 26. Identify resources and agencies that can provide counseling for vocational and career alternatives.

*Parenthetical references are to Competencies and Skills Required for Teacher Certification in Florida, Department of Education, Third Addition, 1989.

27. Identify critical components of successful supported employment programs.

28. Identify methods of counseling students for vocational and career alternates. 29. Identify and evaluate materials and resources for teaching career awareness. 30. Identify appropriate strategies for involving parents in the decision-making as it relates to exploring career

and vocational options. 31. Assist students in development of short-term and long-range personal, career, and academic goals. 32. Demonstrate teaching skills which assist students in developing their own values, attitudes, and beliefs. 33. Use student ideas, talents, and products in the instructional process to increase the student’s self-

esteem. 34. Teach behaviors which assist students in developing appreciation and respect for persons from various

ethnic, cultural, linguistic and economic groups. 35. Identify effective communication techniques for working with exceptional students (HE 17-4) 36. Identify components of a model transition IEP and knowledge of contents of IEPs for students in need of

transition services at several levels. 37. Identify effective communication techniques for working with parents. (EH 17-3)


1. Give a brief list of skill descriptions, participants will discriminate among behavioral, affective and cognitive of social skills.

2. Demonstrate an understanding of required concepts presented through a variety of print and audio-visual, materials, multimedia presentations, and discussions by completing quizzes, tests or other written assignments.

3. Develop a social skills program, including assessments, instruction, and generalization components, model it in class and apply it in their classrooms.

4. Demonstrate proficiency in consultation techniques through role play. 5. Attend a guest presentation of information on transition and career/vocational specialists. 6. Perform an on-site observation of transition and career/vocations programs for exceptional and at-risk students

(e.g., community-based instruction, support employment, demonstration of coaching skills. 7. Observe a simulation of the development of an Individual Transition Plan (ITP) completed by agency and school

personnel, and will identify differences between the ITP and the Developmental Services Habilitation Plan. 8. From selected literature, both formal and informal, and personal experiences, participants will develop an activity

file for the clarification of student values, attitudes, beliefs, and multicultural issues.



assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5).



MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1100836 COMPONENT TITLE: Teaching Reading for Exceptional Student Education MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in teaching reading, sequential development skills and concepts; recognition and diagnosis of reading problems; and prescription and utilization of appropriate methods and materials to increase reading performance, including comprehension and survival readiness skills. SPECIFIC OBJECTIVES: Upon completion of the component, participants will have acquired competencies to:

1. Identify the basic instructional approaches to reading. (EH 4-1) (MH 4-1) (SLD 4-1)* 2. Read, comprehend, and interpret professional literature in the area of reading. 3. Demonstrate knowledge of professional and education trends and issues in the teaching of reading. 4. Discuss evidence of the efficacy of Direct Instruction with disadvantaged students. 5. Use reading information provided by other professionals. 6. Identify reading resource personnel available for professional feedback. 7. Recognize the hierarchy of the developmental stages of reading in instruction. (EH 4-2) (MH 4-2) (SLD 4-2) (VE

40-2K) 8. Recognize the sequential development of reading skills and concepts. 9. Use the knowledge of the developmental stages of reading in instruction. (VE 4-3) (SLD 4-3) 10. Identify prerequisite skills for teaching reading based on student readiness. 11. Select readiness activities in reading, according to each student’s readiness level. 12. Select appropriate reading approach(es) using student assessment information. (MH 4-3) (SLD 4-3) (VD 404) 13. Identify suitable reading programs for students classified as Trainable Mentally Handicapped and Autistic. 14. Describe a program for teaching recognition of safety signs for students with severe handicaps. 15. Select and adapt instructional strategies in reading as appropriate. 16. Conduct a reading lesson using Direct Instruction procedures. 17. Identify the major components of the Direct Instruction approach to reading. 18. Analyze types of reading errors and plan appropriate remedial interventions. (SLD 4-4) (VE 4-5) 19. Determine the readable level of instructional materials. 20. Match reading materials to student abilities. 21. Discuss the use of bibliotherapy to assist students in developing self-esteem and social skills, and for conflict

resolution. 22. Make reading assignments appropriate for student’s developmental level and ethnic/cultural background. 23. *Parenthetical references are to Competencies and Skills Required for Teacher Certification in Florida, Department of

Education, Third Addition, 1989. 24. Select teacher-made and commercial reading materials to match learner needs. 25. Identify the techniques for modifying content areas in the teaching of reading. 26. Describe methods of using Parallel Alternative Strategies for Students (PASS) materials in the instruction of

exceptional students. 27. Evaluate the effectiveness of reading instruction. 28. Demonstrate proficiency in establishing a data-based student evaluation system in the area of reading. 29. Construct reading tests to measure student performance. 30. Demonstrate the effective use of conferencing and communication techniques (oral and written) to inform parents of

reading test results and achievement. 31. Select and write IEP goals and objectives for teaching reading. 32. Recognize the components of written language. (EH 8-1) (VE 8-1) (MH 7-1)

33. Identify the sequence of development of written expression skills. (EH 8-2) (SLD 8-1) (VE 8-2) (MH 7-2) 34. Identify basic instructional approaches to spelling. (EH 6-1) SLD 6-1) (VE 6-1) (MH 5-1)


1. Demonstrate an understanding of required concepts in reading and language arts as presented through a variety of print and audio-visual materials, multimedia presentations, and discussions by completing quizzes, tests or other written assignments.

2. Analyze a variety of methods, and materials for teaching basic reading skills and reading in the content area (e.g., PASS, Direct Instruction, county adopted reading programs).

3. Select or construct content readability measures, informal reading inventories, and readiness activities from a variety of sources.

4. Role play and practice instructional presentations (e.g., Direct Instruction, bibliotherapy). 5. Implement specific reading instruction procedures with students taking into account assessment, instructional

techniques and evaluation. 6. Develop a file of leisure/recreational reading materials indexed by ability level for the promotion of personal

insight, conflict resolution, ethnic and multicultural awareness, and values development. 7. Given a completed writing portfolio, participants will analyze the contents for student progress in the

development of written language.



assessment or by other valid means of measurement, in compliance with Florida Statute 231.608(1) and SBR 6A-5.071(5).



COMPONENT NUMBER: 1100837 COMPONENT TITLE: Teaching Mathematics for Exceptional Student Education MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in teaching sequential developmental skills and concepts of mathematics, with emphasis on the real number system and problem solving. SPECIFIC OBJECTIVES: Upon completion of the component, participants will have acquired competencies to:

1. Identify the basic instructional approaches in teaching mathematics. 2. Read, comprehend, and interpret professional literature in the area of mathematics. 3. Demonstrate knowledge of professional and education trends and issues in the teaching of

mathematics. 4. Use mathematics information provided by other professionals. 5. Identify mathematics resource personnel available for professional feedback. 6. Recognize and apply the sequential development of mathematics skills and concepts. (EH 5-2) (MH 8-2) (SLD 5-3)

(VE 5-2) (VE 5-3) * 7. Identify the basic levels of learning mathematics concepts (E.G., concrete, abstract). (EH 5-1) (SLD 5-1) (VE 5-1) 8. Identify prerequisite skills for teaching mathematics based on student readiness. 9. Implement a mathematics curriculum and instruction which are developmentally appropriate. 10. Identify techniques for motivating students to acquire math skills. 11. Select appropriate mathematics instruction given student assessment information. (MH 8-3) (SLD 5-3) (VE 5-4) 12. Recognize types of mathematics errors and plan appropriate remedial interventions. (SLD 5-4) (VE 5-5) 13. Match mathematics materials to student abilities. 14. Provide readiness activities in mathematics, according to each student’s readiness level. 15. Demonstrate a knowledge of how to select and adapt instructional strategies in mathematics as

appropriate. 16. Identify the techniques for modifying content areas in the teaching of mathematics. 17. Select teacher-made and commercial mathematics materials to match learner needs. 18. Make mathematics assignments appropriate for the student’s developmental level and ethnic and

cultural background. 19. Identify and apply the appropriate use of mathematics instructional materials and resources. 20. Identify and apply skills necessary to integrate mathematics in other curriculum areas. 21. Employ manipulatives in math instruction. 22. Utilize technology in the instruction of math. 23. Identify techniques for inducing students to use math skills for solving problems in their natural

environments. 24. Evaluate the effectiveness of mathematics instruction. 25. Construct mathematics tests to measure student performance, based on objectives taught. 26. Demonstrate proficiency in establishing a data-based student evaluation system in the area of

mathematics. 27. Identify lesson review and re-teaching opportunities.

28. Select and write IEP goals and objectives for teaching mathematics. 29. Use effective conferencing and communication techniques (oral and written) to inform parents of mathematics

test results and achievement.

*Parenthetical references are to Competencies and Skills Required for Teacher Certification in Florida, Department of Education, Third Addition, 1989. SPECIFIC ACTIVITIES: Each participant will:

1. Demonstrate an understanding of required concepts presented through a variety of print and audio-visual materials, multimedia presentations, and discussions by completing quizzes, tests or other written assignments.

2. Review curriculums and current techniques for mathematics instruction considering the county basic mathematics series, SRA Disaster Arithmetic, math learning strategies, the use of manipulatives and the use of motivational techniques.

3. Will conduct an instructional project demonstrating the ability to assess student instructional level, select appropriate materials, evaluate student learning, and implement remedial procedures.

4. Will demonstrate the ability to implement a fluency building program based on the Florida Department of Education Resource Manual, Volume V-D: Techniques of Precision Teaching: Part 2: Math Basic Skills Curriculum.

5. Given a set of mathematics tests results, and achievement information, participants will role play the presentation and discussion of the information and the formulation of the Individual Education Plan.






COMPONENT NUMBER: 1100838 COMPONENT TITLE: Teaching Language Arts for Exceptional Student Education MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in teaching language arts with emphasis on oral and written communication. SPECIFIC OBJECTIVES: Upon completion of the component, participants will have acquired competencies to:

1. Recognize the normal sequence of language development. (MH 6-1) (SLD 7-1) (VE 7-1)* 2. Identify the components of language structure. (MH 6-2) (SLD 7-1) (VE 7-2) 3. Recognize the sequential development of language arts skills and concepts. (SLD 7-2) 4. Recognize the normal sequence of vocabulary development. (MH 6-3) (VE 7-3) (SLD 7-2) 5. Recognize the components of written language. (MH 7-1) (SLD 8-1) (VE 8-1) 6. Select appropriate language arts instruction using student information. (SLD 8-2) (VE 8-3) 7. Use student assessment data in analyzing language arts learner needs. 8. Select readiness activities in language arts, according to each student’s readiness level. 9. Match language arts materials to student abilities. 10. Select teacher-made and commercial language arts materials to match learner needs. 11. Identify techniques for modifying content areas in the teaching of language arts. 12. Make language arts assignments appropriate for the student’s developmental level. 13. Construct language arts tests to measure student performance, based on objectives taught. 14. Identify basic instructional approaches to spelling. (MH 5-1) (SLD 6-1) (VE 6-1)) 15. Recognize types of spelling errors and plan appropriate remedial interventions. (SLD 6-3) (VE 6-3) 16. Select appropriate spelling instruction by using student assessment information. (MH 5-2) (SLD 6-2) (VE

6-2) 17. Identify the sequence of development of written expression skills. (MH 7-2) (VE 8-2) (SLD 8-1) 18. Formulate appropriate written expression remediation, given student assessment information. (MH 7-3)

(SLD 8-2) (VE 8-3) 19. Identify the steps in the writing process. 20. Identify the strategies for motivating students to communicate in writing. 21. Identify strategies for improving student ability to select topics and gather information. 22. Identify strategies for improving student ability to organize ideas and information. 23. Identify strategies for improving student fluency in writing. 24. List guidelines for how teachers should deal with errors in writing (VE 8-4) 25. Explain the importance of “publication” of writing. 26. Demonstrate at least one book binding technique 27. Read, comprehend, and interpret professional literature in the area of language arts.

28. Demonstrate knowledge of professional and educational trends and issues in the teaching of language arts. 29. Use language arts information provided by other professionals. 30. Identify language arts resource personnel available for professional teacher feedback. 31. Select and write IEP goals and objectives for teaching language arts. 32. Use effective conferencing and communication techniques (oral and written) to inform parents of language arts

test results and achievement progress. SPECIFIC ACTIVITIES: Each participant will:

1. Demonstrate an understanding of required concepts presented through a variety of print and audio-visual

materials, multimedia presentations, and discussions by completing quizzes, tests or other written assignments.

2. Evaluate a portfolio of selected student writings to assess gains in written language proficiency over a period of time.

3. Given a set of language arts test results and achievement information, participants will role play the presentation and discussion of the information and the formulation of the IEP.

4. Observe a demonstration of binding methods for student writing. 5. Review curriculums and current techniques for language arts and spelling instruction (Morphographic Spelling,

Learning Strategies, county basic language arts and spelling curriculums). EVALUATION: To the satisfaction of the consultant, each individual will:

1. Complete assigned activities. 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre-

and post-assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5).

In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03. *Parenthetical references are to Competencies and Skills Required for Teacher Certification in Florida, Department of Education, Third Addition, 1989.


COMPONENT NUMBER: 1100839 COMPONENT TITLE: Nature and Needs of Exceptional Students - Mentally Handicapped MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge of the nature and needs of students with disabilities, including those who are emotionally handicapped; specific learning disabled; or educable, trainable, or profoundly mentally handicapped. The knowledge base emphasizes etiology, prevention, and medical aspects of disabilities; characteristics and classification of exceptional students; interventions and educational services; curricular planning; and utilization of community services. SPECIFIC OBJECTIVES: Upon completion of the component, participant will be able to:

1. Identify local, state, and federal legislation/policies pertaining to exceptional children and youth, and where to access them, including P.L.91-142, IDEA, 504, and ADA. (SLD 1-6), (VE 1-1), (VE 1-2)*


3. Identify current definitions for exceptionalities and terminology used in exceptional student education. (VE 1-3) 4. Compare and contrast medical, educational, and psychological definitions and classifications systems. (VE 2-1) 5. Identify the current issues related to prevalence, incidence, and classification of children and youth with

emotional, mental, and/or specific learning disabilities. (MH 2-4), (EH 2-2), (SLD 2-3), (VE1-3), (VE 2-2), (VE 2-3).

6. Demonstrate knowledge of current data-based research trends, attitudes, and standards that affect provision of services in exceptional student education, including cross-categorical models. (SLD 17-2), (VE 1-4)

7. Describe the pre-referral, referral, and placement process, including cultural considerations and full continuum of services for children and youth with disabilities. (MH 2 -6), (SLD 3-10), (VE 2-7)

8. Identify what constitutes a related service and how it promotes the least restrictive environment. (VE 2-8) 9. Describe the impact disabilities have on the family and on the peers of children and youth with disabilities. 10. Identify socioeconomic, cultural, and other factors in and out of school which contribute to academic and behavior

performance in children and youth with disabilities. (EH 2-5), (MH 2-4), (SLD 1-7), (VE 2-6) 11. Define Maslow’s five basic psychological needs and describe their impact on children and youth with disabilities. 12. Discuss issues related to “labeling.” 13. Identify the major affective needs of children and youth with disabilities. 14. Identify possible reasons for low-self-esteem in children and youth with disabilities. 15. Identify signs and symptoms that may indicate abuse, neglect, or use of tobacco, alcohol, and other drugs by

children and youth. 16. Demonstrate the ability to identify abused, neglected, and addicted children and youth. 17. Demonstrate the ability to provide intervention for children and youth who are abused, neglected, or addicted. 18. Describe social influences on the development of programs for exceptional students. (VE 1-3) 19. Describe philosophical bases for delivery of services to exceptional students. (MH 16-2), (SLD 17-2, 17-3), (VE


children and youth with disabilities, including those with multiple diagnoses, and those with related medical disorders such as dyslexia and attention deficit/hyperactivity disorder. (VE 1-5, 2-5)

22. Define and discuss psychometric definitions and classifications and the impact of bilingualism and cultural diversity as they relate to identification for placement in exceptional student education programs. 23. Identify health and safety procedures for students and staff, including first aid, CPR, universal procedures for handling

body fluids, vaccinations, boosters, and pregnancy precautions.

24. Identify medical orientations/treatments of children and youth with disabilities. 25. Identify psychotropic and seizure control medications typically used with children and youth with disabilities. 26. Describe the characteristics of children and youth who were substance-exposed before and during birth and

how this may relate to various disabilities. 27. Demonstrate the ability to identify children and youth at risk for suicide. 28. Recognize responsibilities to non-identified students who are at risk and demonstrate consultation skills. 29. Demonstrate ability to recognize and manage stressful situations related to working with children and youth with


with other professionals. 32. Identify professional, family, and community organizations and their related purposes and process of

involvement. (SLD 16-1, 16-2) 33. Demonstrate knowledge of cultural diversity and ability to relate to persons of different cultures, and cultural


and management of their child’s disability. (SLD 16-2, 16-3) 35. Identify federal, state, and community agencies which provide legal, social, and medical resources for families and

children and youth with disabilities, including the concept of full service schools. (MH 2-6), (SLD 16-1) 36. Identify local, state, and federal legislation and policies for children and youth with serious emotional disabilities.

(EH 1-1) 37. Demonstrate an understanding of processes of the legal system and the implications for children and youth with

emotional disabilities. 38. Identify and discuss the characteristics of students with emotional disabilities. (EH 2-5), (VE 2-6) 39. Demonstrate familiarity with Diagnostic and Statistical Manual (DMS-III-R) terminology, (EH 2-2) 40. Demonstrate knowledge of developmentally appropriate behavior, including contemporary adolescent culture and


behavior disorder and severe emotional disturbance (SED), citing the professional literature. 43. Compare and contrast the various theoretical perspectives regarding nature and etiology of emotional disabilities.

(VE 2-4) 44. Develop a personal philosophy concerning individuals with emotional disabilities, based on research and theories. 45. Identify learning styles, skill levels, and behavioral characteristics of children and youth with disabilities. 46. Identify technology that is available and appropriate for children and youth with disabilities. 47. Identify and discuss medical services and community resources for prevention and intervention for children and

youth with emotional disabilities. 48. Demonstrate an understanding of interagency networking for children and youth with emotional disabilities,

including consideration of cultural diversity. 49. Identify counseling appropriate for students with emotional disabilities, including consideration of cultural diversity. 50. Describe transition issues impacting adults with emotional disabilities. 51. Identify organizations and journals pertinent to the field of emotional disabilities. 52. Identify the social, learning, physical, and behavioral characteristics of children and youth with mental disabilities,




pervasive development delays, traumatic brain injuries, and substance-exposure. (VE 2-6, MH 2-4) 56. Identify methods of prevention for mental disabilities. 57. Explain issues related to cultural-familial mental disability. 58. Identify common genetic syndromes and clinical disorders associated with mental disabilities. 59. Develop a personal philosophy concerning children and youth with mental disabilities, based on research and

theories. (MH 16-1) 60. Identify the historical events and contributors that have had a major impact on the field of mental retardation. (MH

16-1)



63. Demonstrate knowledge of differences in delivery models for students in educable, trainable, and profound programs.

64. Discuss inclusion as it relates to individuals with mental disabilities. 65. Identify and locate employment opportunities, including workshop and other work opportunities for youth with


severe mental disabilities. (MH 10-1) 67. Identify and access age- and developmentally appropriate leisure activities for children and youth with mental

disabilities. (MH 10-1) 68. Identify and report various types of seizures. 69. Identify medical procedures and equipment typically used with children and youth with medically complex

conditions. 70. Identify organizations and journals pertinent to the field of mental disabilities. (MH 16-3), (VE 19-2) 71. Recognize the development of definitions and terminology related to learning disabilities. (SLD 1-7), SLD 2-2) 72. Identify the social, learning, cognitive, and behavioral characteristics of individuals with learning disabilities

throughout their life spans. (SLD 1-7, SLD 2-1), (VE 2-6) 73. Identify current definitions of learning disabilities and their components. (SLD 1-7) 74. Recognize and describe various theorists and theories regarding children and youth with learning disabilities,

including medical models and plans of intervention. (SLD 17-2) 75. Recognize current data-based research that is influencing practices in learning disabilities. (SD 17-1), (VE 19-1) 76. Formulate and define a personal definition of learning disabilities based on research and theories. 77. Identify environmental and academic demands of the school setting for children and youth with learning disabilities. 78. Describe issues impacting adults with learning disabilities. 79. Identify and describe the roles of professionals who work with individuals with learning disabilities. (SLD 17-3) 80. Identify organizations and journals pertinent to the field of learning disabilities.

SPECIFIC ACTIVITIES: A detailed description of all component activities can be found in the Florida Alternatives/Nature and Needs of Exceptional Students: Instructor’s Manual, developed through the Alternative Training Initiative Project coordinated by FDLRS/South, under the auspices of the Florida Department of Education, Division of Public Schools, Bureau of Education for Exceptional Students, and Division of Human Resources Development, Bureau of Teacher Education. A copy of this Instructor’s Manual and a Student-Colleague’s Resource Book may be obtained from:



Phone: (904) 488-2077; FAX: (904) 487-2194; Suncom: 278-2077; SpecialNet: BEESPS

SPECIFIC ACTIVITIES: Learning activities in which student-colleagues will participate during the delivery of this component include: • Listening to mini-lectures • Listening to guest presenters • Completing assigned readings • Participating in jigsaw activities • Writing portfolio entries/reflections • Viewing slide/tape presentation • Participating in small group • Brainstorming discussion/activities • Discussing case studies • Developing and participating in large • Writing to a professional organization group discussions • Viewing videos • Doing out of class activities • Doing group presentations/sharing • Planning and implementing an an activity celebrating cultural diversity EVALUATION: To the satisfaction of the consultant, each individual will be:





COMPONENT NUMBER: 1100845 COMPONENT TITLE: Emotionally Handicapped MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will learn various Behavior Interventions, procedures, techniques and curriculum for the emotionally handicapped student. This knowledge will improve classroom management, professional knowledge and competencies.


COMPONENT NUMBER: 1100846 COMPONENT TITLE: Nature and Needs of Exceptional Students - Emotionally Handicapped

MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge of the nature and needs of students with disabilities, including those who are emotionally handicapped; specific learning disabled; or educable, trainable, or profoundly mentally handicapped. The knowledge base emphasizes etiology, prevention, and medical aspects of disabilities; characteristics and classification of exceptional students; interventions and educational services; curricular planning; and utilization of community services. SPECIFIC OBJECTIVES: Upon completion of the component, participant will be able to:




emotional, mental, and/or specific learning disabilities. (MH 2-4), (EH 2-2), (SLD 2-3), (VE 1-3), (VE 2-2), (VE 2-3)

















children and youth with disabilities, including the concept of full serviceschools. (MH 2-6), (SLD 16-1) 36. Identify local, state, and federal legislation and policies for children and youth with serious emotional disabilities.











pervasive development delays, traumatic brain injuries, and substance-exposure. (VE 2-6, MH 2-4) 56. Identify methods of prevention for mental disabilities. 57. Explain issues related to cultural-familial mental disability. 58. Identify common genetic syndromes and clinical disorders associated with mental disabilities.

59. Develop a personal philosophy concerning children and youth with mental disabilities, based on research and theories. (MH 16-1)










throughout their life spans. (SLD 1-7, SLD 2-1), (VE 2-6) 73. Identify current definitions of learning disabilities and their components. (SLD 1-7) 74. Recognize and describe various theorists and theories regarding children and youth with learning

disabilities, including medical models and plans of intervention. (SLD 17-2) 75. Recognize current data-based research that is influencing practices in learning disabilities. (SD 17-1), (VE 19-1) 76. Formulate and define a personal definition of learning disabilities based on research and theories. 77. Identify environmental and academic demands of the school setting for children and youth with learning disabilities. 78. Describe issues impacting adults with learning disabilities. 79. Identify and describe the roles of professionals who work with individuals with learning disabilities. (SLD 17-3) 80. Identify organizations and journals pertinent to the field of learning disabilities.





SPECIFIC ACTIVITIES: Learning activities in which student-colleagues will participate during the delivery of this component include: • Listening to mini-lectures • Listening to guest presenters • Completing assigned readings • Participating in jigsaw activities

• Writing portfolio entries/reflections • Viewing slide/tape presentation • Participating in small group • Brainstorming discussion/activities • Discussing case studies • Developing and participating in large • Writing to a professional organization group discussions • Viewing videos • Doing out of class activities • Doing group presentations/sharing • Planning and implementing an an activity celebrating cultural diversity EVALUATION: To the satisfaction of the consultant, each individual will be:





COMPONENT NUMBER: 1100852 COMPONENT TITLE: Physically Impaired MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will increase knowledge of assessment, laws, policies, procedures and curriculum for medically at-risk physically impaired students. This knowledge will provide professional competencies that will improve services for exceptional students.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1100853 COMPONENT TITLE: Visually Impaired MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will increase knowledge of assessment, laws, policies, procedures and curriculum for medically at-risk visual impaired students. This knowledge will increase participant’s professional competencies and services for use with exceptional students.


COMPONENT NUMBER: 1100854 COMPONENT TITLE: Deaf Awareness MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The participant will increase knowledge of assessment, laws, policies, procedures and curriculum for deaf students. This knowledge will provide professional competencies that will improve services for exceptional students.


COMPONENT NUMBER: 1100856 COMPONENT TITLE: Deaf Interpreting MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The participant will increase competence in signing conceptually and voice in grammatically correct English structure. This will increase the expertise necessary to interpret.


COMPONENT NUMBER: 1100857 COMPONENT TITLE: Language Structure MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The participant will use American Sign Language structure in order to increase competence in communicating with deaf students.


COMPONENT NUMBER: 1100858 COMPONENT TITLE: Hearing Impaired MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The participant will increase knowledge of assessment, laws, policies, procedures and curriculum for medically at-risk hearing impaired students. This knowledge will provide professional competencies that will improve services for exceptional students.


COMPONENT NUMBER: 1100859 COMPONENT TITLE: Speech and Language Impaired MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will increase knowledge of assessment, laws, policies, procedures and curriculum for medically at-risk speech and language impaired students. This knowledge will increase participants professional competencies and services for use with exceptional students.


COMPONENT NUMBER: 1100861 COMPONENT TITLE: Theories In Learning Disabilities MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will identify different theories, classify behavioral characteristics and formulate a definition of a learning disabled student. Acquisition of this knowledge will improve identification and services to the learning disabled student.


COMPONENT NUMBER: 1100863 COMPONENT TITLE: Nature and Needs of Exceptional Students - Specific Learning Disabled MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge of the nature and needs of students with disabilities, including those who are emotionally handicapped; specific learning disabled; or educable, trainable, or profoundly mentally handicapped. The knowledge base emphasizes etiology, prevention, and medical aspects of disabilities; characteristics and classification of exceptional students; interventions and educational services; curricular planning; and utilization of community services. SPECIFIC OBJECTIVES: Upon completion of the component, participant will be able to:




emotional, mental, and/or specific learning disabilities. (MH 2-4), (EH 2-2), (SLD 2-3), (VE 1-3), (VE 2-2) (VE 2-3)



8. Identify what constitutes a related service and how it promotes the least restrictive environment. (VE 2-8)

9. Describe the impact disabilities have on the family and on the peers of children and youth with disabilities. 10. Identify socioeconomic, cultural, and other factors in and out of school which contribute to academic and behavior

performance in children and youth with disabilities.(EH 2-5), (MH 2-4), (SLD 1-7), (VE 2-6) 11. Define Maslow’s five basic psychological needs and describe their impact on children and youth with disabilities. 12. Discuss issues related to “labeling”. 13. Identify the major affective needs of children and youth with disabilities. 14. Identify possible reasons for low-self-esteem in children and youth with disabilities. 15. Identify signs and symptoms that may indicate abuse, neglect, or use of tobacco, alcohol, and other drugs by children

and youth. 16. Demonstrate the ability to identify abused, neglected, and addicted children and youth. 17. Demonstrate the ability to provide intervention for children and youth who are abused, neglected, or addicted. 18. Describe social influences on the development of programs for exceptional students. (VE 1-3) 19. Describe philosophical bases for delivery of services to exceptional students. (MH 16-2), (SLD 17-2, 17-3), VE







disabilities. 30. Identify teacher behaviors that may positively or negatively influence behavior of children and youth. 31. Demonstrate methods of promoting enthusiasm in teaching children and youth with disabilities and interacting with

other professionals. 32. Identify professional, family, and community organizations and their related purposes and process of involvement.

(SLD 16-1, 16-2) 33. Demonstrate knowledge of cultural diversity and ability to relate to persons of different cultures, and cultural

diversity’s impact on intervention. (SLD 16-2, 16-3) 34. Identify principles and/or demonstrate procedures for working with parents of different cultures regarding the

nature and management of their child’s disability. (SLD 16-2, 16-3) 35. Identify federal, state, and community agencies which provide legal, social, and medical resources for families and








including consideration of cultural diversity. 49. Identify counseling appropriate for students with emotional disabilities, including consideration of cultural

diversity. 50. Describe transition issues impacting adults with emotional disabilities. 51. Identify organizations and journals pertinent to the field of emotional disabilities. 52. Identify the social, learning, physical, and behavioral characteristics of children and youth with mental disabilities,



(MH 11-2) 55. Identify the social, learning, physical, and behavioral characteristics of individuals with mental disabilities,

including pervasive development delays, traumatic brain injuries, and substance-exposure. (VE 2-6, MH 2-4) 56. Identify methods of prevention for mental disabilities. 57. Explain issues related to cultural-familial mental disability. 58. Identify common genetic syndromes and clinical disorders associated with mental disabilities. 59. Develop a personal philosophy concerning children and youth with mental disabilities, based on research and

theories. (MH 16-1)











including medical models and plans of intervention. (SLD 17-2) 75. Recognize current data-based research that is influencing practices in learning disabilities. (SD 17-1), (VE 19-1) 76. Formulate and define a personal definition of learning disabilities based on research and theories. 77. Identify environmental and academic demands of the school setting for children and youth with learning disabilities. 78. Describe issues impacting adults with learning disabilities. 79. Identify and describe the roles of professionals who work with individuals with learning disabilities.

(SLD 17-3) 80. Identify organizations and journals pertinent to the field of learning disabilities.





SPECIFIC ACTIVITIES: Learning activities in which student-colleagues will participate during the delivery of this component include: • Listening to mini-lectures • Listening to guest presenters • Completing assigned readings • Participating in jigsaw activities • Writing portfolio entries/reflections • Viewing slide/tape presentation • Participating in small group • Brainstorming discussion/activities • Discussing case studies

• Developing and participating in large • Writing to a professional organization group discussions • Viewing videos • Doing out of class activities • Doing group presentations/sharing • Planning and implementing an an activity celebrating cultural diversity EVALUATION: To the satisfaction of the consultant, each individual will be:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1100870 COMPONENT TITLE: Gifted MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will learn various techniques, procedures, interventions, and curriculum for the gifted student. This knowledge will improve professional knowledge and competencies.


COMPONENT NUMBER: 1100871 COMPONENT TITLE: Reading for the Gifted MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will learn appropriate questioning techniques and appropriate material selection. They will demonstrate the ability to utilize available assessments, conduct necessary surveys and synthesize data to develop a differentiated reading program for the gifted.


COMPONENT NUMBER: 1100873 COMPONENT TITLE: Nature and Needs of Students Who Are Gifted (Add-On)

DATA ELEMENTS: Primary Purpose (PP) A Delivery Method (DM) A Evaluation F Follow-up Method (FM) O MAXIMUM POINT VALUE: 60


GENERAL OBJECTIVES: The objectives of this component are to enable participants to demonstrate knowledge of and skills in the identification of the nature and needs of gifted students to include student characteristics, cognitive, social and emotional needs, history, and current research, and identification and placement. SPECIFIC OBJECTIVES: At the conclusion of the component, participants will be able to:

1. Identify and describe cognitive and affective behaviors, which lead to referrals to screening and testing for giftedness. 2. Identify characteristics of giftedness and discuss the needs and problems associated with these characteristics. 3. Identify the role that creative thinking/process/products play in the identification of giftedness. 4. Demonstrate awareness of how factors such as family dynamics, culture, integration of self and education influence the

development of giftedness. 5. Develop an awareness of existence of special populations. 6. Demonstrate knowledge of normal and advanced (typical and atypical) child development. 7. Illustrate the relationship between high academic achievement and giftedness. 8. Demonstrate understanding of the difference between potential vs. performance as it relates to giftedness. 9. Compare and contrast the theories of intelligence that pertain to gifted education. 10. Identify the incidence of identified gifted students at the local, state, and national

levels. Discuss how the prevalence of gifted students varies based on various definitions of giftedness in terms of culture, socioeconomic level, location, and other factors.

11. Identify emerging national and state trends in the identification of students who may be gifted. 12. Describe traditional/alternative assessment instruments/techniques used to screen and identify students who are gifted.

Discuss the advantages and disadvantages of these instruments/techniques. 13. Explain the referral and identification process in your district. Consider the roles of students, parents, and school

personnel. 14. Define the criteria for gifted eligibility and placement. 15. Discuss the advantages and disadvantages of labeling gifted students. 16. Discuss the relationship between gifted programming and identification criteria. 17. Describe how gifted services differ from general education services with regard to curriculum, instruction,

assessment, conceptual orientation, grouping, and environment. 18. Describe different types of service delivery models for gifted programs. 19. Discuss the relationship of the level of need to placement in a continuum of services. 20. Describe how gifted education is organized at the state and local levels. 21. Identify the social and emotional needs of gifted students and discuss their implications in determining services. 22. Discuss the positive and negative perceptions of various stakeholders regarding gifted education and compare to the

perspectives presented in the federal report, “National Excellence: A Case for Developing America’s Talent”. 23. Describe the characteristics of an effective teacher of gifted students.

24. Demonstrate knowledge of the changing nature of state and national definitions of gifted. 25. Identify the laws that directly impact gifted students and programs in Florida, including the relationship between ESE

and gifted programs. 26. Demonstrate understanding of major historical and contemporary trends that influence gifted education. 27. Identify and interpret current research findings and recommendations that impact gifted education, e.g. NAGC

Program Standards. http://www.nagc.org/webprek12.htm 28. Exhibit and understanding of the procedural safeguards for students who are gifted. 29. Discuss the role of the parent, teacher, and student in the advocacy process.

30. Discuss the need for and benefits of parent involvement in the delivery of gifted program services.

EVALUATION:


1. Demonstrate increased competency on 80% of the specific objectives of the component as determined by pre/post testing or other valid methods/measures as determined by the instructor.

2. Complete all assigned activities. 3. Participate in discussions and exercises. 4. Demonstrate proficiency in a selected activity while being observed by designated personnel. 5. Complete an evaluation of the effectiveness of both the component and the consultant using Professional



COMPONENT NUMBER: 1100875 COMPONENT TITLE: Theory and Development of Creativity (Add-On)



GENERAL OBJECTIVES: The objectives of this component are to enable participants to demonstrate knowledge of and skills in theory and development of creativity to include elements of creativity such as fluency, flexibility, originality, and elaboration. SPECIFIC OBJECTIVES:

1. Identify the role that creativity plays in personal development. 2. Describe the impact of creativity on personal growth and self-actualization. 3. Identify the elements of creativity. 4. State several definitions of creativity and compare and contrast these definitions. 5. Identify contemporary and historical examples of people who have demonstrated creativity in various domains and

cultural settings. 6. Identify myths and misunderstandings associated with creativity. 7. State several definitions of creativity and compare and contrast these definitions. 8. Identify specific personal, socio-cultural and educational experiences and opportunities that facilitate/inhibit the

development of creativity. 9. Examine and analyze the dynamics of individual creativity and collaborative creativity. 10. Demonstrate an understanding of the elements of creative thinking (e.g., fluency, flexibility, originality, and

elaboration). 11. Identify critical points in the development of human creativity from early childhood through adulthood. 12. Identify controversies concerning the nature of creativity to understand why a universally accepted definition of

creativity has not been attained. 13. Identify cognitive and personal characteristics associated with creativity across cultures and throughout time. 14. Recognize how culture, economics, environment, and time impact the expression of creativity. 15. Understand the role of assessment in determining creativity and the use of tests and inventories. 16. Describe, compare, and evaluate different instruments for measuring creativity. 17. Identify ways to establish a classroom environment that fosters the development and expression of creativity. 18. Consider role of emotion, physical aspects, exploration/discovery, experimentation, unpredictability, and ambiguity

in creativity. 19. Analyze the creative learning environment from 3 perspectives: personal, socio-cultural, and educational. 20. Describe the importance, implications, and benefits of creative thinking for students in today’s schools and society. 21. Examine organizational and managerial structures and practices that facilitate/inhibit the development and expression

of creativity. 22. Discuss the nature of innovation and the process of change relative to creative outcomes. 23. Identify examples of how creative thinking can be used to address problems in society. 24. Identify tools for generating ideas and focusing thought with overview of relevant programs. 25. Identify programs or curricula that can serve as initiatives for fostering creativity (Odyssey of the Mind, Future

Problem Solving, Invent America, Artifacts Box, mentoring, SCAMPER).

26. Demonstrate an understanding of the process of invention and identify the steps of moving from an idea through the patent process.


28. Explore and analyze the ethical issues surrounding creativity. 29. Discuss the value of creativity in an era of educational accountability. 30. Examine the role of self-assessment, including portfolio development, in the evaluation of creative processes and

products. 31. Describe characteristics and appropriate criteria used to assess creative outcomes and products. 32. Develop plans to integrate creativity within and across the content areas focusing on process and product. 33. Design and implement a personal plan for establishing a classroom environment to nurture and develop creativity. 34. Create pathways/opportunities for developing individual student creativity (mentorship, community resources,

contests, clubs, special lessons/classes, dual enrollment, distance learning).

EVALUATION:






COMPONENT NUMBER: 1103872 COMPONENT TITLE: Educational Procedures and Curriculum for Students Who Are Gifted (Add-On)


SCOPE: All Personnel GENERAL OBJECTIVES: The objectives of this component are to enable participants to demonstrate knowledge of and skills in curriculum and instructional strategies for teaching students who are gifted to include modification of curriculum content, instructional process, student’s products, and learning environment. SPECIFIC OBJECTIVES: At the conclusion of the component, participants will be able to:

1. Justify the need to differentiate or adapt instruction to respond to the needs of the gifted learner. 2. Demonstrate understanding of the terminology used in the development of curriculum for the gifted. 3. Demonstrate knowledge of the role of current state standards of the general education curriculum and the implications

for the education of gifted students. 4. Demonstrate knowledge of the principals of differentiation for gifted learners. 5. Demonstrate the ability to evaluate models for teaching gifted curriculum. 6. Develop an understanding of the issues of equity and excellence as they relate to gifted. 7. Demonstrate knowledge of effective instructional strategies and the role of the teacher in implementation of the

strategies. 8. Demonstrate the ability to identify gifted curriculum and appropriate instructional strategies. 9. Demonstrate the ability to develop a unit of instruction aligning curricular components, including objectives,

introduction, teaching strategies, learning activities, products, resources, and assessments, to meet the cognitive and affective needs of the gifted.

10. Demonstrate the ability to match instructional strategies and materials to individual needs of learners. 11. Demonstrate awareness and knowledge of appropriate resources and materials for developing curriculum and

facilitating learning for students who are gifted. 12. Demonstrate knowledge of a continuum of services to support the needs and interests of gifted students. 13. Demonstrate the ability to identify student outcomes, evaluate student progress, and develop an appropriate

educational plan (EP). 14. Demonstrate the ability to communicate effectively and work in partnerships with students, families, and school

personnel in the interests of gifted students. 15. Demonstrate skills for incorporating educational technology into the learning experiences. 16. Demonstrate the ability to select and write appropriate student outcomes. 17. Demonstrate use of a data-based evaluation system for monitoring student progress and for program evaluation. 18. Demonstrate the ability to communicate results of students’ progress and program effectiveness to students, parents,

and school officials. 19. Demonstrate the ability to organize the learning space to offer individual, small-group and large-group contexts for

learning.

20. Demonstrate the ability to effectively manage the classroom. EVALUATION:




Development form SDP-03.



COMPONENT NUMBER: 1105805 COMPONENT TITLE: Curriculum and Programmatic Adaptations for the Emotionally Handicapped MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will increase knowledge of various plans, organizations, and systems for teaching emotionally handicapped students. This knowledge will empower ESE teachers to develop highly specialized techniques and materials to be used with emotionally handicapped exceptional students.


COMPONENT NUMBER: 1105820 COMPONENT TITLE: Evaluation/Selection of Materials and Resources For Exceptional Students MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will increase his/her knowledge in evaluating instructional materials and recognizing community resources. Demonstration of this knowledge will be shown at the selection of appropriate materials and resources for exceptional students.


COMPONENT NUMBER: 1105828 COMPONENT TITLE: Specialized Curriculum For Exceptional Students Varying Exceptionalities MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in preparing and utilizing specialized curricula for exceptional students, including those who are emotionally handicapped; specific learning disabled; or educable, trainable, or profoundly handicapped. These emphasize identification, development, implementation, evaluation, and modification of curricula and instruction materials and other resources, including affective education, vocational education, learning strategies, social/emotional development, and basic modified academic curricula. SPECIFIC OBJECTIVES: Upon completion of the component, the participant will be able to:

1. Identify and discuss principles of curriculum development. (EH 9-1), (VE 14-1) 2. Describe elements of sensitivity to the needs of multicultural children and youth in the selection, adaptation, and

utilization of curriculum. 3. Build over-learning into curriculum through materials and technology that provide sufficient practice, repetition, and

feedback. 4. Select and write IEPs, goals and objectives. (SLD 1-3) 5. Describe state adopted curriculum frameworks (applied, functional, and fundamental). (VE 14-1) 6. Describe state adopted minimum student performance standards and outcomes. (EH 13-1), (VE 14-1) 7. Develop a plan for involving parents in the instructional program and curriculum. 8. Demonstrate knowledge of legal responsibilities teachers incur while providing protection for the potential suicidal

or abused child or youth. 9. Identify the benefits of an adaptive physical education program for children and youth with disabilities. 10. Determine criteria for the mastery of a task. (MH 12-1) 11. Identify prerequisite skills necessary to utilize a given curriculum. (EH 11-4), (VE 12-1), (VE 14-2) 12. Analyze individual student data in the selection and adaptation of curriculum. (EH 11-2), (MH 11-2), (VE 14-3) 13. Use techniques to determine readability level of instructional materials. (VE 14-3) 14. Use authentic assessment instruments materials. (MH 11-2), (VE 19-1) 15. Develop thematic units of instruction. 16. Develop a sequence of educational goals and curriculum procedures for teaching children and youth with

disabilities. 17. Using principles of child growth and development and theories of learning, select, adapt, demonstrate, and use

teacher-made and commercial instructional materials including social-emotional, vocational and employability skill areas. (EH 13-1)

18. Develop, adapt, and evaluate a program to teach affective skills at different levels. (MH 10-5) 19. Develop and describe how to teach students a “no use” method in relation to tobacco, alcohol, and drugs. 20. Identify types of program services and approaches, materials, and techniques for teaching functional curriculum,

social, and career-vocational skills to children and youth with disabilities. (MH 10-4), (MH 13-1) 21. Discuss methods of and guidelines for adapting curriculum to meet the needs of exceptional students. (EH 9-4), (EH

13-3), (SLD 14-1), (SLD 14-2)

22. Adapt or develop community-referenced curriculum components. 23. Identify types of instructional materials which may be inappropriate and cause problems for children and youth with

mild disabilities. (MH 13-1) 24. Select, design, and/or modify specialized curriculum and materials for students who are mildly disabled. (EH 13-2),

(MH 10-5), (SLD 14-2) 25. Discuss curriculum framework and materials used to facilitate inclusion. (VE 14-1) 26. Adapt or develop curriculum for inclusion of mildly disabled students in basic and vocational classrooms. 27. Describe the essential components of the instructional program for the full range of services for children and youth

with emotional and severe emotional disabilities, including consultation. 28. Develop IEPs which incorporate techniques, materials, services, and technology appropriate for children and youth

with emotional disabilities. 29. Identify materials and technology that can be used in curriculum planning to meet the academic, social, recreational,

and vocational needs, abilities, and interests of children and youth with emotional disabilities. (EH 13-2) 30. Identify needs of children and youth with emotional disabilities for adult and community living. 31. Identify course modifications typically used for children and youth with emotional disabilities. (EH 13-3) 32. Select, modify, and use commercially available curriculum appropriate to children and youth with emotional

disabilities. (EH 13-3) 33. Compare and contrast the rationale/philosophy and components for a variety of social skills training programs. (MH

9-1), (SLD 9-1) 34. Identify needs of children and youth with mental disabilities for adult and community education. 35. Identify course modification typically used for children and youth with mental disabilities. (EH 9-2),(MH10-3),

(VE 10-1) 36. Describe the essential components of the instructional program for the full range of services for children and youth

with mental disabilities, including consultation. (MH 2-6), (MH 10-1) 37. Identify materials and technology that can be used in curriculum planning to meet the academic, social, and

vocational needs, abilities, and interest of children and youth with mental disabilities. (MH 10-4) 38. Select, modify, and use commercially available curriculum appropriate for children with mental disabilities. 39. Develop IEPs which incorporate techniques, materials, services, and technology appropriate for children and youth

with mental disabilities. 40. Identify course modifications typically used for children and youth with learning disabilities. 41. Identify needs that students with learning disabilities require for adult and community living. 42. Identify specialized techniques and materials correlated to children and youth with learning disabilities that can be

used in curriculum planning to meet their academic, social, and vocational needs, abilities, and interest. (SLD 14-2) 43. Select and/or develop appropriate learning experience for a given specific learning difficulty. (SLD 10-1) 44. Identify types of program services and identify approaches, materials, and techniques for teaching functional

curriculum, social, and career-vocational skills to children and youth with learning disabilities. 45. Develop IEPs which incorporate techniques, materials, services, and technology appropriate for children and youth

with disabilities. 46. Select, modify, and use commercially available curriculum appropriate for children and youth with learning

disabilities.

SPECIFIC ACTIVITIES: A detailed description of all component activities can be found in the Florida Alternatives\Nature and Needs of Exceptional Students: Instructor’s Manual, developed through the Alternative Training Initiative Project coordinated by FDLRS/South, under the auspices of the Florida Department of Education, Division of Public Schools, Bureau of Education for Exceptional Students, and Division of Human Resources Development, Bureau of Teacher Education. A copy of this Instructor’s Manual and a Student-Colleague’s Resource Book may be obtained from: Clearinghouse/Information Center Bureau of Education for Exceptional Students Florida Department of Education

Florida Education Center Tallahassee, FL 32399 Phone: (904) 488-2077; FAX: (904) 487-2194; Suncom: 278-2077; Special Net: BEESPS Learning activities in which student-colleagues will participate during the delivery of this component include: • Develop a chart based on storyboard • Develop and participate in role plays activities • Listen to guest presenters • Listen to mini-lectures • Write a critique of a curriculum • Write portfolio entries/reflections • Determine the readability of selected • Participating in small group passages discussion/activities • Planning a thematic unit • Complete assigned reading • Participate in a tournament table activities • Adapt and implement lessons and • Write a course modification plan curriculum materials • Participate in a relaxation experience • Observe a demonstration • Observe a mentor-teacher’s classroom • View videos • Listen to panel discussion • Do out-of-class assignments • Participate in large group discussions • Write an IEP EVALUATION: To the satisfaction of the consultant, each individual will:

1. Complete assigned activities. 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre-and post- assessment or




MASTER INSERVICE PLAN COMPONENT

COMPONENT NUMBER: 1105831 COMPONENT TITLE: Foundations of Exceptional Student Education MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge relating to historical perspectives, student characteristics, and trends and issues in exceptional student education. SPECIFIC OBJECTIVES: Upon completion of the component, the participant will be able to:

1. Identify federal legislation pertaining to the legal issues that have impacted exceptional student education. (EH 1-1) (VE 1-2)*

2. Identify legal and ethical issues related to confidential student information. (VE 1-4) (EH 18- 2) 3. Recognize the major components of IDEA and 504. (SLD 1-2) 4. Discuss legal and ethical issues affecting program decisions in exceptional student education(VE 1-11) 5. Identify essential factors in State Board of Education Rules pertaining to exceptional student education

(pupil progression plan, FTE, contact hours, graduation requirements). (SLD 1-6) (VE 1-2) 6. Recognize components of Florida HRS regulations that influence program implementation for

exceptional students. 7. Recognize, identify, compare, and contrast the continuum of services available in exceptional student

education. (EH 1-2) (MH 2-5) (VE 2-7) (VE 2-8) 8. Discuss the concept of least restrictive environment. 9. Describe philosophical bases for delivery of services to exceptional students. (MH 1-2) 10. Recognize the major components of the Individualized Educational Plan (IEP) 11. Identify professional organizations and related service agencies in exceptional student education.

(SLD 1-5) 12. Describe the current trends and attitudes affecting the provision of services in exceptional student education. (VE 1-

3) 13. Identify state, community, and school resources which can assist in developing programming strategies. 14. Demonstrate an understanding of the use and importance of technology in the management of programs

for exceptional students. 15. Identify the social, learning, physical, psychological, educational, and behavioral characteristics of

exceptional students as compared to normal students. (EH 2-4) (MH 2-3) (SLD 1-7) (VE 1-5) (VE 2-5)

16. Identify the prevalence/incidence of various areas of exceptionalities and/or identify associated reasons for differences. (MH 2-1)

17. Identify terminology in the area of exceptional student education. (MH 2-1) 18. Explain the present and historical definitions and classification systems in exceptional student education.

(EH 2-1) (SLD 1-1) (VE 2-1) 19. Describe the impact of secondary handicapping conditions on the educational programming of the student. 20. Discuss the concepts of inter-and intra-individual differences as they relate to categories of handicapping conditions. 21. Identify socioeconomic and cultural factors impacting exceptional education. (MH 1-1) 22. Describe social influences on the development of programs for exceptional students. (MH 1-3) 23. Identify etiology and methods of prevention for a named or described learning problem. (VE 2-4) (MH 2-2) 24. Discuss the impact of AIDS and drug addiction of future program development and

instructional trends in exceptional student education.

25. Identify the major contributors to the field of exceptional student education. (SLD 1-4) 26. Recognize current data-based research that is influencing special education practices. 27. Discuss philosophical issues in programming for exceptional students. 28. Recognize contemporary priorities in exceptional education and the factors that are

influencing them. 29. Describe the importance and benefits of involving parents in the education process. 30. Identify techniques for effective communication with parents. (EH 17-3)


1. The instructor will prompt, mediate, and summarize key points in discussions on a) legal and ethical issues affecting programming decisions for exceptional students, b) least restrictive environment, c) inter -and intra- individual differences, d) the impact of AIDS and drug addiction on program development and instructional trends, and e) philosophical issues in exceptional student programming.

2. Participants will role play the development of an Individualized Educational Plan (IEP) demonstrating knowledge of the IEP’s component parts and the use of effective communication with parents.

3. Participants will complete a project in the use of technology with exceptional students, and present a report or a demonstration to the class.

4. Participants will develop and maintain an individual set of flash cards with key terminology and their definitions or critical attributes, using the flash cards in a reciprocal peer tutoring project with other participants.

5. Participants will attend a presentation of information on the district’s Special Policies and Procedures and the Manual for Admissions and Placement by the District Audit and Compliance Specialist.

6. Participants will demonstrate an understanding of required concepts presented through a variety of print and audio-visual materials, multimedia presentations, and discussions by completing quizzes, tests, or other written assignments.

7. Participants will role play panelists in a public forum for exceptional student programming, discussing moderator-assigned issues in a group format, covering at least the following: a) philosophical, legal and ethical issues and priorities in ESE programming; b) least restrictive environment, integration, inclusion; c) current trends in service provision; and d) impact of AIDS, Hepatitis-B and drug addiction on ESE service delivery.

8. Given a list of agencies, professional organizations, and state, community, and school resources, the student will identify those which relate to exceptional student education and their relevance in developing programming strategies.



by other valid means of measurement, in compliance with Florida Statute 231.608(1) and SBR6A-5.071 (5).



COMPONENT NUMBER: 1105841 COMPONENT TITLE: Specialized Curriculum for Exceptional Students - Mentally Handicapped MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in preparing and utilizing specialized curricula for exceptional students, including those who are emotionally handicapped; specific learning disabled; or educable, trainable, or profoundly handicapped. These emphasize identification, development, implementation, evaluation, and modification of curricula and instruction materials and other resources, including affective education, vocational education, learning strategies, social/emotional development, and basic and modified academic curricula. SPECIFIC OBJECTIVES: Upon completion of the component, participants will be able to:

1. Identify and discuss principles of curriculum development. (EH 9-1), (VE 14-1) 2. Describe elements of sensitivity to the needs of multicultural children and youth in the selection,

adaptation, and utilization of curriculum. 3. Build over-learning into curriculum through materials and technology that provide sufficient practice,

repetition, and feedback. 4. Select and write IEPs goals and objectives. (SLD 1-3) 5. Describe state adopted curriculum frameworks (applied, functional, and fundamental). (VE 14- 6. Describe state adopted minimum student performance standards and outcome. (EH 13-1), (VE 14) 7. Develop a plan for involving parents in the instructional program and curriculum. 8. Demonstrate knowledge of legal responsibilities teachers incur while providing protection for the

potential suicidal or abused child or youth. 9. Identify the benefits of an adaptive physical education program for children and youth with

disabilities. 10. Determine criteria for the mastery of a task. (MH 12-1) 11. Identify prerequisite skills necessary to utilize a given curriculum. (EH 11-4), (VE 12-1), (VE 14-2) 12. Analyze individual student data in the selection and adaptation of curriculum. (EH 11-2), (MH 11-2), (VE 14-3) 13. Use techniques to determine readability level of instructional materials. (VE 14-3) 14. Use authentic assessment instruments materials. (MH 11-2), (VE 19-1) 15. Develop thematic units of instruction. 16. Develop a sequence of educational goals and curriculum procedures for teaching children and youth with


teacher-made and commercial instructional materials including social- emotional, vocational and employability skill areas. (EH 13-1)

18. Develop, adapt, and evaluate a program to teach affective skills at different levels. (MH 10-5) 19. Develop and describe how to teach students a “no use” method in relation to tobacco, alcohol, and drugs. 20. Discuss intervention and prevention strategies in relation to tobacco, alcohol, and drugs. 21. Identify types of program services and approaches, materials, and techniques for teaching functional

curriculum, social, and career-vocational skills to children and youth with disabilities. (MH 10-4), (MH 13-1)

22. Discuss methods of and guidelines for adapting curriculum to meet the needs of exceptional students. (EH 9-4), (EH 13-3), (SLD 14-1), (SLD 14-2)

23. Adapt or develop community-referenced curriculum components.

24. Identify types of instructional materials which may be inappropriate and cause problems for children and youth with mild disabilities. (MH 13-1)

25. Select, design, and/or modify specialized curriculum and materials for students who are mildly disabled. (EH 13-2), (MH 10-5), (SLD 14-2)

26. Discuss curriculum framework and materials used to facilitate inclusion. (VE 14-1) 27. Adapt or develop curriculum for inclusion of mildly disabled students in basic and vocational classrooms. 28. Describe the essential components of the instructional program for the full range of services for children and

youth with emotional and severe emotional disabilities, including consultation. 29. Develop IEPs which incorporate techniques, materials, services, and technology appropriate for children

and youth with emotional disabilities. 30. Identify materials and technology that can be used in curriculum planning to meet the academic, social,

recreational, and vocational needs, abilities, and interests of children and youth with emotional disabilities. (EH 13-2)

31. Identify needs of children and youth with emotional disabilities or adult and community living. 32. Identify course modifications typically used for children and youth with emotional disabilities. (EH 13-3) 33. Select, modify, and use commercially available curriculum appropriate to children and youth with emotional

disabilities. (EH 13-3) 34. Compare and contrast the rationale/philosophy and components for a variety of social skills training

programs. (MH 9-1) 35. Identify needs of children and youth with mental disabilities for adult and community education. 36. Identify course modification typically used for children and youth with mental disabilities. (EH 9- 2), (MH 10-3), (VE

10-1) 37. Describe the essential components of the instructional program for the full range of services for children and

youth with mental disabilities, including consultation. (MH 2-6), (MH 10-1) 38. Identify materials and technology that can be used in curriculum planning to meet the academic, social, and


with mental disabilities. 41. Identify course modifications typically used for children and youth with learning disabilities. 42. Identify needs that students with learning disabilities require for adult and community living. 43. Identify specialized techniques and materials correlated to children and youth with learning disabilities that can

be used in curriculum planning to meet their academic, social, and vocational needs, abilities, and interest. (SLD 14-2)

44. Select and/or develop appropriate learning experiences for a given specific learning difficulty. (SLD 10-1) 45. Identify types of program services and identify approaches, materials, and techniques for teaching functional

curriculum, social, and career-vocational skills to children and youth with learning disabilities.

46. Develop IEPs which incorporate techniques, materials, services, and technology appropriate for children and youth with disabilities. (VE 11-4), (SLD 1-3)

47. Select, modify, and use commercially available curriculum appropriate for children and youth with learning disabilities.





SPECIFIC ACTIVITIES: Learning activities in which student-colleagues will participate during the delivery of this component include:

1. Develop a chart based on a storyboard activity 2. Develop and participate in role plays 3. Listen to mini-lectures 4. Listen to guest presenters 5. Write portfolio entries/reflections 6. Write a critique of a curriculum 7. Complete assigned reading thematic unit 8. Determine the readability 9. Planning a of selected passages 10. Adapt and implement lessons 11. Participate in tournament table activities curriculum materials 12. Participate in small group discussion/activities 13. Observe a demonstration 14. View videos 15. Write a course modification plan 16. Do out-of class assignments 17. Observe a mentor-teacher’s classroom 18. Participate in a relaxation experience discussions 19. Participate in large group 20. Write an IEP 21. Listen to panel discussion

EVALUATION: To the satisfaction of the consultant, each individual will be:





COMPONENT NUMBER: 1105849 COMPONENT TITLE: Specialized Curriculum for Exceptional Students Emotionally Handicapped MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in preparing and utilizing specialized curricula for exceptional students, including those who are emotionally handicapped; specific learning disabled; or educable, trainable, or profoundly handicapped. These emphasize identification, development, implementation, evaluation, and modification of curricula and instruction materials and other resources, including affective education, vocational education, learning strategies, social/emotional development, and basic modified academic curricula. SPECIFIC OBJECTIVES: Upon completion of the component, the participant will be able to:



feedback. 4. Select and write IEPs, goals and objectives. (SLD 1-3) 5. Describe state adopted curriculum frameworks (applied, functional, and fundamental). (VE 14-1) 6. Describe state adopted minimum student performance standards and outcomes. (EH 13-1), (VE 14-1) 7. Develop a plan for involving parents in the instructional program and curriculum. 8. Demonstrate knowledge of legal responsibilities teachers incur while providing protection for the potential suicidal or

abused child or youth. 9. Identify the benefits of an adaptive physical education program for children and youth with disabilities. 10. Determine criteria for the mastery of a task. (MH 12-1) 11. Identify prerequisite skills necessary to utilize a given curriculum. (EH 11-4), (VE 12-1), (VE 14-2) 12. Analyze individual student data in the selection and adaptation of curriculum. (EH 11-2), (MH 11-2), (VE 14-3) 13. Use techniques to determine readability level of instructional materials. (VE 14-3) 14. Use authentic assessment instruments materials. (MH 11-2), (VE 19-1) 15. Develop thematic units of instruction. 16. Develop a sequence of educational goals and curriculum procedures for teaching children and youth with disabilities. 17. Using principles of child growth and development and theories of learning, select, adapt, demonstrate, and use teacher-

made and commercial instructional materials including social-emotional, vocational and employability skill areas. (EH 13-1)



13-3), (SLD 14-1), (SLD 14-2) 22. Adapt or develop community-referenced curriculum components. 23. Identify types of instructional materials which may be inappropriate and cause problems for children and youth with


(MH 10-5), (SLD 14-2) 25. Discuss curriculum framework and materials used to facilitate inclusion. (VE 14-1)

26. Adapt or develop curriculum for inclusion of mildly disabled students in basic and vocational classrooms. 27. Describe the essential components of the instructional program for the full range of services for children and youth





9-1), (SLD 9-1) 34. Identify needs of children and youth with mental disabilities for adult and community education. 35. Identify course modification typically used for children and youth with mental disabilities. (EH 9-2), (MH10-3), (VE

10-1) 36. Describe the essential components of the instructional program for the full range of services for children and youth

with mental disabilities, including consultation. (MH 2-6), (MH 10-1) 37. Identify materials and technology that can be used in curriculum planning to meet the academic, social, and vocational

needs, abilities, and interest of children and youth with mental disabilities. (MH 10-4) 38. Select, modify, and use commercially available curriculum appropriate for children with mental disabilities. 39. Develop IEPs which incorporate techniques, materials, services, and technology appropriate for children and youth





disabilities.


Clearinghouse/Information Center

Bureau of Education for Exceptional Students Florida Department of Education

Florida Education Center Tallahassee, FL 32399


Learning activities in which student-colleagues will participate during the delivery of this component include: • Develop a chart based on storyboard • Develop and participate in role plays activities • Listen to guest presenters • Listen to mini-lectures • Write a critique of a curriculum • Write portfolio entries/reflections • Determine the readability of selected • Participating in small group passages discussion/activities • Planning a thematic unit • Complete assigned reading • Participate in a tournament table activities • Adapt and implement lessons and • Write a course modification plan curriculum materials • Participate in a relaxation experience • Observe a demonstration • Observe a mentor-teacher’s classroom • View videos • Listen to panel discussion • Do out-of-class assignments • Participate in large group discussions • Write an IEP EVALUATION: To the satisfaction of the consultant, each individual will:


or by other valid means of measurement in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5).



COMPONENT NUMBER: 1105865 COMPONENT TITLE: Specialized Curriculum for Exceptional Students Specific Learning Disabled MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in preparing and utilizing specialized curricula for exceptional students, including those who are emotionally handicapped; specific learning disabled; or educable, trainable, or profoundly handicapped. These emphasize identification, development, implementation, evaluation, and modification of curricula and instruction materials and other resources, including affective education, vocational education, learning strategies, social/emotional development, and basic modified academic curricula. SPECIFIC OBJECTIVES: Upon completion of the component, the participant will be able to:


adaptation, and utilization of curriculum. 3. Build over-learning into curriculum through materials and technology that provide sufficient practice, repetition, and

feedback. 4. Select and write IEPs, goals and objectives. (SLD 1-3) 5. Describe state adopted curriculum frameworks (applied, functional, and fundamental). (VE 14- 1) 6. Describe state adopted minimum student performance standards and outcomes. (EH 13-1), (VE 14-1) 7. Develop a plan for involving parents in the instructional program and curriculum. 8. Demonstrate knowledge of legal responsibilities teachers incur while providing protection for the potential suicidal





social, and career-vocational skills to children and youth with disabilities. (MH 10-4), (MH 13-1) 21. .Discuss methods of and guidelines for adapting curriculum to meet the needs of exceptional students. (EH 9-4),

(EH 13-3), (SLD 14-1), (SLD 14-2) 22. Adapt or develop community-referenced curriculum components. 23. Identify types of instructional materials which may be inappropriate and cause problems for children and youth with

mild disabilities. (MH 13-1)


25. Discuss curriculum framework and materials used to facilitate inclusion. (VE 14-1) 26. Adapt or develop curriculum for inclusion of mildly disabled students in basic and vocational classrooms 27. Describe the essential components of the instructional program for the full range of services for children and youth





9-1), (SLD 9-1) 34. Identify needs of children and youth with mental disabilities for adult and community education. 35. Identify course modification typically used for children and youth with mental disabilities. (EH 9-2), (MH10-3),








disabilities.





Learning activities in which student-colleagues will participate during the delivery of this component include: • Develop a chart based on storyboard • Develop and participate in role plays activities • Listen to guest presenters • Listen to mini-lectures • Write a critique of a curriculum • Write portfolio entries/reflections • Determine the readability of selected • Participating in small group passages discussion/activities • Planning a thematic unit • Complete assigned reading • Participate in a tournament table activities • Adapt and implement lessons and • Write a course modification plan curriculum materials • Participate in a relaxation experience • Observe a demonstration • Observe a mentor-teacher’s classroom • View videos • Listen to panel discussion • Do out-of-class assignments • Participate in large group discussions • Write an IEP EVALUATION: To the satisfaction of the consultant, each individual will: 1. Complete assigned activities. 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post- assessment or by other valid means of measurement in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). In addition, each individual will complete an evaluation of effectiveness of both component and consultant, using Form SDP-03.

HIGH QUALITY MIP (HQMIP) COMPONENT 1. IDENTIFICATION:



Function: 1 (1 digit code) Focus Area: 106 (3 digit code) Local Sequence Number(s): 003 (3 digit code)


2. DESCRIPTION:

Participants will demonstrate knowledge of skills in the identification of the nature and needs of gifted students to include student characteristics, cognitive, social and emotional needs, history, and current research, and identification and placement. 3. LINK(s) TO PRIORITY INITIATIVES: identify the alignment of the targeted professional learning with key district Priorities (select all that apply)










☐Mastery of a specific instructional practice: ☐Mastery of a specific leadership practice: ☐Multi‐tiered System of Supports (MTSS)






☐Other: (This list may be edited to focus on issues that are district priorities.)

4. FLORIDA PD PROTOCOL STANDARDS SUPPORTED BY THIS COMPONENT: identify any Florida Protocol Standards supported by this component (select all that apply)


Planning Learning 1.2.2 2.2.3 3.2.3 Implementing 1.3.1 2.3.2 3.3.1 Evaluating 1.4.2 2.4.2 3.4.2

☐: Check here if not significantly related to any Protocol Standard 5. IMPACT AREA(S): (Select all that apply)

X Study leading to deep understanding of the practice(s), standard(s), and/or process(es) targeted




1. Identify and describe cognitive and affective behaviors, which lead to referrals to screening and testing for

giftedness.

2. Identify characteristics of giftedness and discuss the needs and problems associated with these characteristics.

3. Identify the role that creative thinking/process/products play in the identification of giftedness.

4. Demonstrate awareness of how factors wuch as family dynamics, culture, integration of self and education

influence the development of giftedness.


6. Demonstrate knowledge of normal and advanced (typical and atypical) child

development.

7. Illustrate the relationship between high academic achievement and giftedness.

8. Demonstrate understanding of the difference potential vs. performance as it relates to giftedness.

9. Compare and contrast the theories of intelligence that pertain to gifted education. 10. Identify the incidence of identified gifted students at the local, state, and national levels.

11. Discuss how the prevalence of gifted students varies based on various definitions of giftedness in terms of culture,

socioeconomic level, location, and other factors.


13. Describe traditional/alternative assessment instruments/techniques used to screen and identify students who

are gifted.


15. Explain the referral and identification process in your district. Consider the roles of students, parents, and

school personnel.



19. Describe how gifted services differ from general education services with regard to curriculum,

instruction, assessment, conceptual orientation,, grouping, and environment.


21. Discuss the relationship of the level of need to placement in a continuum of

services.

22. Describe how gifted education is organized at the state and local levels.

23. Identify the social and emotional needs of gifted students and discuss their implications in determining services. 24. Discuss the positive and negative perceptions of various stakeholders regarding gifted education and compare to

the perspectives presented in the federal report, “National Excellence: A Case for Developing America’s Talent”.

25. Describe the characteristics of an effective teacher of gifted students.


27. Identify the laws that directly impact gifted students and programs in Florida, including the relationship between

ESE and gifted programs.

28. Demonstrate understanding of major historical and contemporary trends that influence gifted education.

29. Identify and intepret current research findings and recommendations that impact gifted education, e.g.

NAGC Program Standards. http://www.nagc.org/webprek12.htm


32. Discuss the need for and benefits of parent involvement in the deliver of program services.


• WHAT will occur during this professional development component delivery: Participants will engage in a study of how to identify and meet the unique needs of gifted learners. The areas of study include gifted student characteristics, cognitive, social and emotional needs, history, and current research, and identification and placement. • HOW will the experiences be provided to participants during this delivery: Independent Study, facilitated group discussions and projects, individual presentations

• KEY ISSUES to be included in participant implementation agreements (should support the specific learner outcomes identified above): Regular participation in class group discussions, commitment to engage in the learning activities identified by learning objectives, commitment to provide and receive feedback regarding implementation of new learning, commitment to completing and reflecting on teaching performance and student performance as a result of applying new learning.

8. IMPLEMENTATION/MONITORING PROCEDURES: Presented facilitator instruction, collaborative discussions and structured coaching support will enable participants to receive on‐going feedback regarding implementation efforts. Participants will individually and collaboratively develop and review information related to content key objectives by creating products that demonstrate understandings. School administrators, school‐level instructional coaches and district resource teachers will routinely provide support and resources to assist participants with new learning implementation of learning. Participants will meet elements of their individual implementation agreement.


What methods will be used to evaluate the impact of the component on the targeted Impact Areas and Targeted Learner Outcomes? Participants will use multiple measures to determine changes in professional practice (instructional and attitudes) and student performance (student expectations and curriculum modifications) as a result of implementation of the practices learned in this course. These measures will include documentation of changes in instructional practices related to gifted instructional shifts, gifted curriculum modifications, and changes in student attitudes and academic performance as documented on the results of school/teacher‐ constructed student growth measures, school and classroom climate surveys, student portfolios and lesson plans. Who will use the evaluation impact data gathered?

The impact data will be reviewed by school level administration to ensure the gifted population is maintaining continued expected academic growth. The data will also be reviewed by the district level gifted specialist to monitor the effectiveness of targeted professional development for the gifted population.



What other forms of evaluation data will be gathered: a. What evaluation data addresses value of the PD design? b. What evaluation data addresses quality of implementation the PD? c. Who will use these aspects of PD evaluation data?




HIGH QUALITY MIP (HQMIP) COMPONENT TEMPLATE 1. IDENTIFICATION:





2. DESCRIPTION:

Participants will demonstrate knowledge and skills in curriculum and instructional strategies for teaching students who are gifted to include modification of curriculum content, instructional process, student’s products, and learning environment. 3. LINK(s) TO PRIORITY INITIATIVES: identify the alignment of the targeted professional learning with key district Priorities (select all that apply)

























1. Justify the need to differentiate or adapt instruction to respond to the needs of the gifted learner.

2. Demonstrate understanding of the terminology used in the development of curriculum for the gifted.

3. Demonstrate knowledge of the role of current state standards of the general education curriculum

and the implications for the education of gifted students.

4. Demonstrate knowledge of the principals of differentiation for gifted

learners.

5. Demonstrate the ability to evaluate models for teaching gifted

curriculum.


7. Demonstrate knowledge of effective instructional strategies and the role of the teacher in implementation

of the strategies.

8. Demonstrate the ability to identify gifted curriculum and appropriate instructional strategies. 9. Demonstrate the ability to develop a unit of instruction aligning curricular components, including objectives,

introduction, teaching strategies, learning activities, products, resources, and assessments, to meet the cognitive

and affective needs of the gifted.

10. Demonstrate the ability to match instructional strategies and materials to individual needs of learners.

11. Demonstrate awareness and knowledge of appropriate resources and materials for developing

curriculum and facilitating learning for students who are gifted.



14. Demonstrate the ability to communicate effectively and work in partnerships with students, families, and

school personnel in the interests of gifted students.

15. Demonstrate skills for incorporating educational technology in the learning

experiences.

16. Demonstrate the ability to select and write appropriate student outcomes.

17. Demonstrate use of a data‐based evaluation system for monitoring student progress and for program evaluation.

18. Demonstrate the ability to communicate results of students’ progress and program effectiveness to students,

parents, and school officials.

19. Demonstrate the ability to organize the learning space to offer individual, small‐group and large‐group

contexts for learning.



• WHAT will occur during this professional development component delivery: Participants will demonstrate knowledge and skills in curriculum and instructional strategies for teaching students who are gifted to include modifications of curriculum content, instructional process, student’s products, and learning environment.

• HOW will the experiences be provided to participants during this delivery: Independent Study, facilitated group discussions and projects, individual presentations • KEY ISSUES to be included in participant implementation agreements (should support the specific learner outcomes identified above): Regular participation in class group discussions, commitment to engage in the learning activities identified by learning objectives, commitment to provide and receive feedback regarding implementation of new learning, commitment to completing and reflecting on teaching performance and student performance as a result of applying new learning.

8. IMPLEMENTATION/MONITORING PROCEDURES: Presented facilitator instruction, collaborative discussions and structured coaching support will enable participants to receive on‐going feedback regarding implementation efforts. Participants will individually and collaboratively develop and review information related to content key objectives by creating products that demonstrate understandings. In particular, participants will create conceptual based interdisciplinary units as a culminating project to use with gifted students. School administrators, school‐level instructional coaches and district resource teachers will routinely provide support and resources to assist participants with new learning implementation of learning. Participants will meet elements of their individual implementation agreement.



The impact data will be reviewed by school level administration to ensure the gifted population is maintaining continued expected academic growth. The data will also be reviewed by the district level gifted specialist to monitor the effectiveness of targeted professional development for the gifted population. 10. PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS:



a. What evaluation data addresses value of the PD design? b. What evaluation data addresses quality of implementation the PD? c. Who will use these aspects of PD evaluation data?

HIGH QUALITY MIP (HQMIP) COMPONENT TEMPLATE

1. IDENTIFICATION:





2. DESCRIPTION:

Participants will demonstrate knowledge and skills in counseling gifted students to include motivation, self‐ image, intra and interpersonal skills, career options, social and emotional needs and communication strategies for the teacher. 3. LINK(s) TO PRIORITY INITIATIVES: identify the alignment of the targeted professional learning with key district Priorities (select all that apply)
















☐Other: (This list may be edited to focus on issues that are district priorities.) 4. FLORIDA PD PROTOCOL STANDARDS SUPPORTED BY THIS COMPONENT: identify any Florida Protocol Standards supported by this component (select all that apply)




5. IMPACT AREA(S): (Select all that apply)





1. Identify common attitudes, biases, and preconceived expectations held about gifted children by teachers, parents, age-related peers, and throughout American Society.

2. Identify multiple ways attitudes and myths affect the everyday lives of gifted children, and impact educational services available to them.

3. Identify at least five current definitions of giftedness. Note the impact each definition has in school, home, and society at large.

4. Attain a developmental understanding of gifted individuals across the life span from infancy to adulthood incorporating a holistic perspective.



7. Become familiar with Dabrowski’s Theory of Positive Disintegration and the importance of Developmental Potential and over-excitabilities.

8. Become cognizant of personality variables that affect the social and emotional wellbeing of gifted children.




12. Realize that, by definition, a person who has an I.Q. four or more standard deviations above the norm will have greater difficulty finding peers and will be misunderstood

by others.

13. Recognize that a person with an I.Q. four or more standard deviations above the norm is as holistically different from the norm as a person with an I.Q. four or more

standard deviations below the norm is holistically different from the norm.

14. Understand that any grouping of traits for profoundly gifted individuals is merely for convenience of presentation.

15. Describe the different social and emotional needs of gifted students from special populations. Include gender, ethnicity and culture, socio-economic status, twice exceptional, and under-achieving students.






21. Read Templeton National Report on Acceleration: A nation deceived: How schools hold back America’s brightest students.

22. Understand two categories of acceleration—grade based and subject based and list 18 acceleration options.

23. Recognize home-schooling as a positive option for some gifted students and families.

24. Be aware of myths, fears, and expectations of teachers and administrators that hold back students and the research that responds to these concerns.

25. Understand the need for supportive services for gifted individuals due to the complexity and sensitivity of their nature.

26. Recognize that a counselor, therapist or psychologist must be amply educated in the gifted field so not to misdiagnose common characteristics of gifted individuals as pathology.


28. Identify activities and resources to assist K-12 students who are gifted in planning for further education, career, or life choices.

29. Recognize that guidance and career counseling support gifted individuals in decision making for positive life choices.




33. Help gifted children to understand that their profound sensitivity and empathy can be channeled to help humankind.



36. Identify how parent, teacher, and educational advocates can positively affect gifted services and programming.


38. Support the necessity of self-advocacy by gifted students.

39. Understand that gifted children naturally have unique needs that parents are challenged to address daily.

40. Recognize that parents of gifted children need guidance and support to respond suitably to additional needs and demands.

41. Realize that parents of gifted children may experience isolation from other parents due to others’ lack of understanding; societal expectation and myths; jealousy; competition,; and lack of acceptance that gifted children have special needs.

42. Understand the significance of a quote from Mr. Rogers: “The best thing parents can do for their children is listen to them.”



45. Realize a person can be emotionally or spiritually gifted and not intellectually gifted, or intellectually gifted and not emotionally or spiritually gifted.

7. LEARNING PROCEDURES (Methods): Provide specific answers to the following: • WHAT will occur during this professional development component delivery: Participants will demonstrate knowledge and skills in guidance and counseling of students who are gifted to include motivation, self‐image, intra and interpersonal skills, career options, emotional and social needs, and communication strategies for teacher.



Presented facilitator instruction, collaborative discussions and structured coaching support will enable participants to receive on‐going feedback regarding implementation efforts. Participants will individually and collaboratively develop and review information related to content key objectives by creating products that demonstrate understandings. In particular, participants will create a plan to assist gifted students in dealing with negative social and emotional issues they may encounter. School administrators, school‐level instructional coaches and district resource teachers will routinely provide support and resources to assist participants with new learning implementation of learning. Participants will meet elements of their individual implementation agreement.


What methods will be used to evaluate the impact of the component on the targeted Impact Areas and Targeted Learner Outcomes? Participants will use multiple measures to determine changes in professional practice (instructional and attitudes) and student performance (student expectations and curriculum modifications) as a result of implementation of the practices learned in this course. These measures will include documentation of changes in instructional practices related to gifted instructional shifts, gifted curriculum modifications, and changes in student attitudes and academic performance as documented on the results of school/teacher‐ constructed student growth measures, school and classroom climate surveys, student portfolios and lesson plans.


The impact data will be reviewed by school level administration to ensure the gifted population is maintaining continued expected academic growth. The data will also be reviewed by the district level gifted specialist to monitor the effectiveness of targeted professional development for the gifted population. 10. PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS: Describe what will be done with the data obtained through the evaluation processes.


Using the results of the analysis of gifted student academic and behavioral assessment data, school level administrator input and periodic surveys that are sent out to gifted endorsed teachers additional targeted

professional development and monitoring relating to gifted education will be offered to teachers in order to address needs.








2. DESCRIPTION:

Participants will demonstrate knowledge and skills in educating special populations of gifted students. These student populations include minorities, underachievers, students who are gifted and disabled, experientially disadvantaged and highly gifted. 3. LINK(s) TO PRIORITY INITIATIVES: identify the alignment of the targeted professional learning with key district Priorities (select all that apply)




























3. Justify the need to modify and differentiate the curriculum in terms of the needs of these special populations.


5. Within the broad spectrum of giftedness in the general population, identify sub-groups and underserved populations.


7. Identify the unique needs of gifted girls, culturally diverse, rural, disabled, underachieving, highly gifted, young students, and disadvantaged gifted.



10.Demonstrate knowledge of Plan B State Board of Education Rules, 6A-6.03019, Special Instructional Programs for Students Who are Gifted.

11.Demonstrate knowledge of alternate assessments and non-traditional screening and evaluation appropriate for use with students from special populations.


13.Understand the impact of global diversity issues in education of gifted students from diverse ethnic perspectives.

14. Examine the rights and perspectives of diverse ethnic religions of gifted students and first amendment issues.


16. Develop an awareness of and demonstrate teaching strategies for addressing the needs of specific ethnic groups.



19. Examine policies and procedures for working with gifted LEP (Limited EnglishProficient) or ELL (English Language Learners) students.


21. Identify strategies to effectively work with linguistically diverse gifted students and those who are classified as LEP or as ELL students.


23. Understand the individual characteristics, attitudes, and circumstances that can affect the achievement of the gifted student from diverse populations.

24. Explore ways to identify gifted students from special populations who are unsuccessful in school, examine the characteristics and needs of these students, and identify strategies to assist these students.

25. Clarify and define diverse types of twice-exceptional gifted students.

26. Demonstrate knowledge, characteristics, and needs of students who are both gifted and hearing impaired/deaf, visually impaired/blind, and orthopedically disabled.


28. Discuss strategies and programming needs for gifted students who are twice exceptional.

29. Identify and describe ADD and ADHD and identify the differences and similarities between ADD/ADHD and giftedness.

30. Identify Asperger’s syndrome, its occurrence in gifted students, and examine the characteristics and needs of these students.

31. Discuss classroom strategies for creating a classroom supportive of gifted students with behavioral/emotional disorders.

32. Define the different types of gifted learning disabled students and describe procedures for identifying a gifted learning disabled student.

33. Understand program designs and identify and plan instructional strategies for teachers of gifted learning disabled students.

34. Identify and describe low socio-economic status populations that are underserved.


36. Identify inhibiting socioeconomic factors that have prevented services for low income gifted children who have had inadequate learning opportunities.

37. Identify key research on identification of disadvantaged gifted students from underserved populations.



40. Research promising programs and services for poor gifted children that would accommodate their unique needs for skill-development, exposure to relevant experiences, mentoring opportunities, and access to resources in the community.

41. Identify and describe the impact of non-traditional experiences, values, and cultural expectations on the development and educational experiences of gifted students.

42. Identify the unique characteristics and needs of, identify strategies for stimulating personal growth of, and identify community support systems for gifted students from diverse family structures.

43. Examine concepts of age-appropriate development in relation to concepts of giftedness.


45. Examine ways to identify very young gifted students in early childhood education and support their educational and personal needs.





50. Examine the impact of culture and ethnicity on gender expectations for gifted students from minority groups.

51. Demonstrate knowledge of how gender issues can affect achievement and aspirations of gifted students and explore the contribution of mentorship to their education.


53. Examine theories of giftedness in the socio-cultural perspective in relation to goals for gifted programs.



56. Communicate and consult with school personnel to evaluate effectiveness of programs in local schools/districts.


• WHAT will occur during this professional development component delivery: Participants will demonstrate knowledge and skills in educating special populations for gifted students, including student characteristics and programmatic adaptions of students who are minorities, underachievers, students who are gifted and disabled, experientially disadvantaged and highly gifted.

• HOW will the experiences be provided to participants during this delivery: Independent Study, facilitated group discussions and projects, role playing scenarios, individual presentations





What methods will be used to evaluate the impact of the component on the targeted Impact Areas and Targeted Learner Outcomes? Participants will use multiple measures to determine changes in professional practice (instructional and attitudes) and student performance (student expectations and curriculum modifications) as a result of implementation of the practices

learned in this course. These measures will include documentation of changes in instructional practices related to gifted instructional shifts, gifted curriculum modifications, and changes in student attitudes and academic performance as documented on the results of school/teacher‐ constructed student growth measures, school and classroom climate surveys, student portfolios and lesson plans.











1. IDENTIFICATION:





2. DESCRIPTION:

Participants will demonstrate knowledge and skills in the theory and development of creativity. Participants will understand the elements of creativity such as fluency, flexibility, originality and elaboration. 3. LINK(s) TO PRIORITY INITIATIVES: identify the alignment of the targeted professional learning with key district Priorities (select all that apply)



















☐: Check here if not significantly related to any Protocol Standard 5. IMPACT AREA(S): While the component number code for “Focus Area” identifies the program the component will support, this HQMIP element addresses the “impact” the component is to have on the participants. Select the intended

impact area(s) from the choices below. (Note that Impact Evaluation Procedures (HQMIP element #8) ‐ used in this component should reflect the level(s) of impact selected below. Select all that apply)






2. Describe the impact of creativity on personal growth and self-actualization.



5. Identify contemporary and historical examples of people who have demonstrated creativity in various domains and cultural settings.



8. Identify specific personal, socio-cultural and educational experiences and opportunities that facilitate/inhibit the development of creativity.

9. Examine and analyze the dynamics of individual creativity and collaborative creativity.

10. Demonstrate an understanding of the elements of creative thinking (e.g., fluency, flexibility, originality, and elaboration).

11. Identify critical points in the development of human creativity from early childhood through adulthood.

12. Identify controversies concerning the nature of creativity to understand why a universally accepted definition of creativity has not been attained.


14. Recognize how culture, economics, environment, and time impact the expression of creativity.

15. Understand the role of assessment in determining creativity and the use of tests and inventories.


17. Identify ways to establish a classroom environment that fosters the development and expression of creativity.

18. Consider role of emotion, physical aspects, exploration/discovery, experimentation, unpredictability, and ambiguity in creativity.


20. Describe the importance, implications, and benefits of creative thinking for students in today’s schools and society.

21. Examine organizational and managerial structures and practices that facilitate/inhibit the development and expression of creativity.


23. Identify examples of how creative thinking can be used to address problems in society.

24. Identify tools for generating ideas and focusing thought with overview of relevant programs.

25. Identify programs or curricula that can serve as initiatives for fostering creativity (Odyssey of the Mind, Future Problem Solving, Invent America, Artifacts Box, mentoring, SCAMPER).


27. Using the identified characteristics of the creative individual, plan appropriate

teaching strategies and groupings that support the development and expression of abilities.



30. Examine the role of self-assessment, including portfolio development, in the evaluation of creative processes and products.

31. Describe characteristics and appropriate criteria used to assess creative outcomes and products.


33. Design and implement a personal plan for establishing a classroom environment to nurture and develop creativity.

34. Create pathways/opportunities for developing individual student creativity (mentorship, community resources, contests, clubs, special lessons/classes, dual enrollment, distance learning).


• WHAT will occur during this professional development component delivery: Participants will demonstrate knowledge and skills in theory and development of creativity to include elements of creativity such as fluency, flexibility, originality, and elaboration.

• HOW will the experiences be provided to participants during this delivery: Independent Study, facilitated group discussions and projects, role playing scenarios, individual presentations 1 Implementation agreements define what participant’s will do in the follow-up portion of the component (implementation). They can be district determined and part of the component or developed by participants and component providers. • KEY ISSUES to be included in participant implementation agreements (should support the specific learner outcomes identified above):



Presented facilitator instruction, collaborative discussions and structured coaching support will enable participants to receive on‐going feedback regarding implementation efforts. Participants will individually and collaboratively develop and review information related to content key objectives by creating products that demonstrate understandings. In particular, participants will participate in planning for creativity training activities to be implemented into the gifted classroom. School administrators, school‐level instructional coaches and district resource teachers will routinely provide support and resources to assist participants with new learning implementation of learning. Participants will meet elements of their individual implementation agreement.


What methods will be used to evaluate the impact of the component on the targeted Impact Areas and Targeted Learner Outcomes? Participants will use multiple measures to determine changes in professional practice (instructional and attitudes) and student performance (student expectations and curriculum modifications) as a result of implementation of the practices learned in this course. These measures will include documentation of changes in instructional practices related to gifted

instructional shifts, gifted curriculum modifications, and changes in student attitudes and academic performance as documented on the results of school/teacher‐ constructed student growth measures, school and classroom climate surveys, student portfolios and lesson plans.









COMPONENT NUMBER: 1201444 COMPONENT TITLE: Accounting I MAXIMUM POINT VALUE: 60 SCOPE: Clerical and Business Teacher GENERAL OBJECTIVES: This component is designed to introduce the basic elements of the accounting cycle and prepare individuals to compute, classify, and record numerical data to keep financial records, journals, and ledgers. SPECIFIC OBJECTIVES: Upon completion of the component, participants will demonstrate the ability to: 1. Identify the basic elements of the accounting cycle. 2. Prepare an eight-column worksheet, post-closing trial balance, income statement, equity statement, capital

statement, and balance sheet. 3. Record transactions in a general journal, purchase journal, sales journal, cash receipts journal, and cash

payments journal. 4. Post entries from the general journal to the general ledger. 5. Post entries from the purchase journal to the accounts payable ledger and general ledger. 6. Post entries from the sales journal to the accounts receivable ledger and general ledger. 7. Post entries from the cash receipts journal to the accounts receivable ledger and general ledger. 8. Post entries from the cash payments journal to the accounts payable ledger and general ledger. 9. Prepare, record, and post adjusting entries, closing entries, correcting entries, and other

miscellaneous entries. 10. Prepare a schedule of accounts payable. 11. Open a checking account, write checks, reconcile bank statement, and journalize entry. 12. Prepare a schedule of accounts receivable. SPECIFIC ACTIVITIES: Each participant will complete the following:

1. Lectures 2. Demonstrations

a) accounting cycle b) journals, general and special c) ledgers, general and special d) financial reports and schedules e) miscellaneous entries f) checking accounts/bank reconciliations

3. Case Discussions 4. Class Drills 5. Problem Application

a) classifying and entering source documents b) journalizing entries c) posting from journals and ledgers d) proving accuracy of accounts (worksheet, trial balance, etc. e) preparing financial statements and schedules (income statement, balance sheet, accounts payable schedule, etc.) f) opening and using a checking account/reconciling bank statement.

EVALUATION:



by other valid means of measurement, in compliance with Florida Statute 231.608(1) and SBR 6A-5.071(5).



COMPONENT NUMBER: 1202448 COMPONENT TITLE: Financial Planning MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: Participants will discuss the concepts of financial planning. In addition, participants will identify techniques to increase their decision making ability. This will result in each participant gaining control of their ability to manage their finances.


COMPONENT NUMBER: 1203447 COMPONENT TITLE: Family and Consumer Science (Home Economics) MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to broaden the knowledge and increase the competencies of individuals in family and consumer science. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Determine the importance of family and consumer science at all grade levels. 2. Name the different areas of family and consumer science. 3. Explore and develop an understanding and appreciation of occupations in family and consumer sciences. 4. Identify resources and technology for career planning. 5. Demonstrate the skills involved in effective resource management. 6. Identify available and current testing materials in family and consumer science. 7. Create lessons to meet family and consumer science competencies at the appropriate level. 8. Correlate competencies with Sunshine State Standards and Goals 2000 objectives. 9. Identify positive ways of caring for children. 10. Demonstrate the ability to use modern technological equipment in the workplace. 11. Compare the advantages and risks of entrepreneurship. 12. Identify the importance of diverse families to society. 13. Develop strategies for managing stress, conflict, and crises. 14. Evaluate forces that impact the family. 15. Assess current and future trends in consumer and personal finance. 16. Formulate ideas for future trends in housing. 17. Assess careers related to the consumer industry. 18. Describe relationships between diets and a healthy body. 19. Compare and contrast the different methods of food preservation. 20. Demonstrate skills of acceptable etiquette in a variety of situations. 21. Describe parenting issues and concerns. 22. Describe positive parenting skills in guiding children’s behavior at different stages. 23. Demonstrate the ability to provide for inclusion of children with special needs. 24. Define a nurturing and protective environment for children. 25. Identify support systems for parents. 26. Analyze and evaluate work and family life. 27. Demonstrate leadership, study, and organizational skills. 28. Identify positive ways for caring for children. 29. Assess the importance of nutrition and wellness. 30. Recognize ways of managing peer and societal pressures as well as conflict. 31. Identify positive coping skills for adjusting to change. 32. Identify desirable work ethics.


Each participant will engage in activities designed to meet the objectives of the training session, including the following:

1. Interpret and paraphrase readings related to the various aspects of family and consumer science. 2. Participate in discussions relating to appropriate topics. 3. Assess and/or critique presentations based on knowledge of subject matter. 4. Participate in presentations by guest speakers. 5. View videos in order to analyze content. 6. Participate in individual and group study activities. 7. Review and evaluate various family and consumer science materials. 8. Develop a lesson plan and/or unit for teaching. 9. Visit other school programs.






COMPONENT NUMBER: 1206446 COMPONENT TITLE: Marketing MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: Participants will use the knowledge and resources gained to market programs, classrooms, or schools. This will help to create positive public opinion among community members.


COMPONENT NUMBER: 1208558 COMPONENT TITLE: Criminal Justice Administration MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: Participants will demonstrate the skills and knowledge necessary to administer a criminal justice program and serve in the role of the administrator of a diversified program.


COMPONENT NUMBER: 1208559 COMPONENT TITLE: Criminal Justice MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: Participants will advance in the development of skills, techniques, and knowledge to become more effective in the role of instructor and maintain required certification status.


COMPONENT NUMBER: 1211442 COMPONENT TITLE: Career Education MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to implement and/or improve the integrated approach to Career Education through instruction, guidance, and counseling. SPECIFIC OBJECTIVES: Upon completion of the component, participant will: 1. Discuss the role and importance of Career Education at all levels, K-Adult 2. Discuss methods of integrating Career Education into the current curriculum 3. Discuss the appropriate materials and activities for each grade level 4. Identify Career Education resources available 5. Demonstrate techniques for the teaching of Career Education at appropriate levels 6. Develop Career Education instructional materials 7. Demonstrate techniques for improving guidance and counseling for career selection 8. Demonstrate techniques for improving communications on Career Education 9. Identify test instruments available in Career Education and how they are utilized 10. Develop activities to meet competencies identified 11. Discuss strategies for improving the image of Career Education 12. Demonstrate techniques for utilizing various media and hands-on experiences in teaching Career Education 13. Demonstrate techniques for utilizing the computer for exploring selected occupations 14. Identify community-based organizations and activities related to Career Education 15. Discuss strategies for utilizing the community as an expansion of the classroom for Career Education experiences 16. Identify employability skills as they relate to Career Education 17. Utilize the computer in career counseling and guidance 18. Identify the value of basic skills to Career Education SPECIFIC ACTIVITIES: Each participant will complete the following activities: 1. Visit to other programs, schools, industrial sites, etc. 2. Take part in lectures and discussions concerning Career Education 3. Review materials relevant to Career Education 4. Develop materials to be utilized in integrating Career Education in the current curriculum 5. Participate in demonstration and hands-on projects 6. Select, review, and evaluate materials and activities for teaching Career Education 7. Participate in specialized training and meetings related to Career Education 8. Identify appropriate activities for each level of Career Education instruction 9. Review and update Career Education resources available 10. Administer and evaluate a career awareness assessment instrument 11. Utilize the computer in career exploration and counseling

12. Develop an activity sheet, lesson plan, and/or unit of instruction for integrated Career Education at a selected level. EVALUATION: To the satisfaction of the consultant, each individual will: 1. Complete assigned activities 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


COMPONENT NUMBER: 1211562 COMPONENT TITLE: Vocational/Technical Curriculum Construction MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to assist employed technical, vocational, and adult education instructors teaching in non-degree programs to acquire professional competencies needed to plan, organize, deliver and manage effective instruction. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. State the role that curriculum plays in successful programs. 2. Define the three domains of learning in an instructional design model. 3. Define objective. 4. List the criteria of a well-stated objective. 5. Describe the audience for whom the instruction is intended and the level of competence of the class in the subject area. 6. Write a set of objectives for a course in their own subject. 7. Illustrate each of the three domains of learning with examples from his own subject area. 8. Define goals, objectives, and end results for their class. 9. Write an objective in the affective domain of learning. 10. Sequence instruction for efficient learning. 11. Define task analysis and procedural analysis. 12. Recognize the individuality of the learner. 13. Plan for effective instructional communication. 14. Communicate effectively (oral and written). 15. Analyze competencies to identify instructional content. 16. Develop lesson plans for group-oriented learning activities. 17. Develop self-instructional, individualized learning packages. 18. Select, adapt, and develop printed learning materials. 19. Present a related lesson covering concepts, principles, or theory. 20. Determine instructional resources needed for the program. 21. Manage self-paced individualized learning. 22. Estimate how much material to cover in the course. 23. Provide a reading list of references. 24. Construct an evaluation questionnaire. 25. Write a course description. 26. Write a syllabus for their class. 27. Select appropriate media materials. 28. Modify curriculum, methods, facility, equipment, etc. to meet the individual needs of the students with learning

differences. 29. Implement guidelines to ease the anxiety that the adult learner feels about evaluation. 30. Develop an evaluation that provides an accurate and reliable assessment of the expected learning.


The component will include the following instructional activities:

1. Lectures. 2. Guided discussions. 3. Demonstrations by participants relevant to lesson plans. 4. Demonstrations of visual activities such as video, films, etc.


1. Develop their own curriculum viable to their particular area of expertise. 2. Write a course description. 3. Write a syllabus. 4. Demonstrate increased competency in at least 80% of the objectives in compliance with Florida Statute 231.608(1) and

SRB 6A-5.971(5). 5. Complete an evaluation of the effectiveness of both the component and consultant, using Professional Development form SDP-03.

IMPLEMENTATION DATE: September 5, 1996


COMPONENT NUMBER: 1211600 COMPONENT TITLE: Career Development MAXIMUM POINT VALUE: 30 SCOPE: All Personnel GENERAL OBJECTIVES: To provide educators with current information regarding employment trends, training opportunities and counseling techniques. SPECIFIC OBJECTIVES: Upon completion of the component, participants will demonstrate the ability to:

1. Describe the major components of a work evaluation. 2. Define “high wage” and identify high wage occupations in Central Florida. 3. Identify nontraditional careers and training opportunities in Central Florida. 4. Improve counseling techniques in preventing sex bias and stereotyping careers and training opportunities while

respecting the students own values. 5. Identify training and employment opportunities for special needs students(handicapped, disadvantaged, single parents). 6. List sources of financial assistance for special needs students who are seeking vocational training, and demonstrate

awareness of the referral procedure for each source. 7. Develop appropriate career plans for accelerated students, average students, and academically disadvantaged students. 8. Identify career education curricula, materials and activities that can be integrated into academic subject areas. 9. Describe methods of integrating employability skills training into other subject areas. 10. Locate community resources for job shadowing, speakers and field trips which can supplement career education

instructions. 11. Demonstrate use of career search systems available at district high schools and middle schools. 12. Identify postsecondary educational facilities and vocational training programs available in Central Florida.


1. Attend workshop presentations. 2. Visit postsecondary training sites. 3. Operate career research computer and microfiche systems. 4. Participate in a work evaluation. 5. Visit district high school career centers. 6. Participate in role plays, simulations and other types of group interactions.


1. Complete assigned activities. 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post assessment or by

other valid means of measurement, in compliance with Florida Statute 231.608(1) and SBR 6A-5.071(5).



COMPONENT NUMBER: 1211818 COMPONENT TITLE: Vocational Education of Exceptional Students MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will learn skills necessary to implement a successful vocational education experience for exceptional students. Demonstration of this knowledge by the participant will enhance the supported employment of students with moderate and severe handicaps.

HIGH QUALITY MIP (HQMIP)

1. IDENTIFICATION:

• TITLE: Implementing Professional Learning Communities

• COMPONENT NUMBER: 1408001 Function: 1 (1 digit code) Focus Area: 408 (3 digit code) Local Sequence Number(s): 001 (3 digit code)


2. DESCRIPTION: This is a brief description of content or general objectives.

Participants will enhance their knowledge of the purposes and methodologies of the professional learning community process, use the knowledge to participate in a PLC, and apply PLC practices to key subject content to improve instructional practice and student performance related to implementation of Florida Standards.

3. LINK(s) TO PRIORITY INITIATIVES: identify the alignment of the targeted professional learning with key district Priorities (select all that apply)

☒Academic content standards for student achievement

☒Assessment and tracking student progress

☒Collegial learning practices



☒Evaluation system indicators/rubrics/components

☒Instructional design and lesson planning


☒Learning environment (as per FEAPS standards)








4. FLORIDA PD PROTOCOL STANDARDS SUPPORTED BY THIS COMPONENT: Florida Protocol Standards supported by this component:

Educator School District Planning ☒1.1.3. ☐ ☐ Learning ☒1.2.1., 1.2.2., 1.2.3., 1.2.4. ☒2.2.1 ☐ Implementing ☒1.3.1., 1.3.2. ☒2.3.1 ☐ Evaluating ☒1.4.1, 1.4.2, 1.4.3 ☐ ☐ ☐: Check here if not significantly related to any Protocol Standard

5. IMPACT AREA(S): Select all that apply)

☒Study leading to deep understanding of the practice(s), standard(s), and/or process(es) targeted

☒Repetitive practice leading to changes in proficiency of educator or leader on the job

☒Tracking improvements in student learning growth supported by the professional learning

6. SPECIFIC LEARNER OUTCOMES: identify the priority study and/or on‐the‐job implementation outcomes.

1. Build a collaborative culture in which educators work together interdependently and assume collective responsibility for the learning of all students.

2. Align the PLC goals with district and school goals.

3. Determine what all students should know and be able to do as a result of the course or unit of instruction that is the focus of the PLC.

4. Connect the PLC instructional focus to the students learning needs, based on data analysis.

5. Pace the curriculum to ensure that all students have the opportunity to master the essential learning.

6. Collaborate on analyzing student data and/or student work.

7. Design effective classroom discussions, questions, and learning tasks.

8. Deepen educator content knowledge and specific pedagogy through an “expert voce” who can assist in guiding the new learning in the PLC

9. Participate in PLC regularly to study more effective learning and teaching practices by developing

lesson plans, examining student work, monitoring student progress, assessing the effectiveness of instruction, and identifying needs for professional learning

10. Share strategies to promote and discuss each other’s instructional methods and de-privatization of practice.

11. Engage in collective inquiry about teaching and learning best practices.

12. Develop a collective knowledge of research-based practices and a common language for discussing teaching and learning.

13. Build shared knowledge to make more informed decisions.

14. Share ideas, methods, and materials to expand educators’ repertoire of skills.

15. Understand and articulate the learning goals that the students are to hit.

16. Understand the significance of ongoing classroom assessment and the importance of engaging the individual student in the process of monitoring his or her own learning.

17. Implement a balanced assessment system to monitor the work and the effectiveness of the PLCs on a timely basis.

18. Observe, discuss, and help refine each other’s practice.

19. Provide timely and valid feedback on the extent to which students are becoming proficient.

20. Gather evidence to determine if all students are acquiring the knowledge, skills, and dispositions determined as most essential.

21. Identify the evidence to gather to determine if all students are acquiring the knowledge, skills, and

dispositions determined as most essential.

22. Critique individual and colleagues’ performance based on reflective dialogue and a shared set of norms.

23. Provide relevant and timely feedback regarding PLC progress using results-oriented goals.

24. Measure the impact of the work on teacher performance and student learning.

25. Monitor student learning on an ongoing basis.

26. Use evidence of results to respond immediately to students who experience difficulty, to inform individual and collective practice, and to accelerate continuous improvement.

27. Evaluate the degree to which the work is aligned to the goals.

28. Identify, acknowledge, and celebrate PLC progress toward the goals.



Participants will engage in study of PLC processes, participate in regularly scheduled job‐embedded professional learning communities to deepen knowledge, engage in modeling and practice activities, engage in self and peer reflection regarding practice of new knowledge/skills, and determine impact to teacher and student performance as a result of engaging in this learning structure.

• HOW will the experiences be provided to participants during this delivery: Independent study, facilitated group discussions, learning community/lesson study group • KEY ISSUES to be included in participant implementation agreements: Regular participation in the learning community, commitment to engage in the learning activities identified by the group, commitment to provide and receive feedback regarding implementation of new learning, commitment to collect data regarding changes in teaching performance and student performance as a result of applying new learning.

8. IMPLEMENTATION/MONITORING PROCEDURES: Collaborative planning and structured coaching support will enable participants to receive on‐going feedback regarding implementation efforts. Participants will collaboratively develop and review products related to key session content for use in classrooms. In addition, school administrators will routinely review PLC minutes and agendas to provide support and resources as identify by team members to monitor implementation of learning. Participants will meet elements of their individual implementation agreement. 9. IMPACT EVALUATION PROCEDURES: describe the processes that will be used to determine the impact of the component on areas identified in previous section titled “Impact Areas” and priority issues from “Specific Learner Outcomes” section.

What methods will be used to evaluate the impact of the component on the targeted Impact Areas and Targeted Learner Outcomes? Participants will use multiple measures to determine changes in professional practice and student performance as a result of engaging in the PLC structure. These measures will include documentation of changes in instructional practices related to PLC focus areas, changes in student performance as documented on results of school/teacher‐constructed student growth measures, and/or review of portfolios of student work.


The impact data will be reviewed by PLC team members and school administrators who supported the particular PLC. 10. PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS: Describe what will be done with the data obtained through the evaluation processes.



In addition to routine examination of information regarding changes to teacher and student behavior throughout the PLC process, team members will also complete periodic process assessments to determine the degree to which they are functioning as an effective PLC. The information from the impact evaluations and process evaluations will be reviewed by school leadership teams to determine need for revision of content/process, and to align changes in teacher performance to student achievement. District record keeping data related to development of this component Date approved: 9/16/2014 Department: Professional Development Name(s) of Component Author(s): Janice Franceschi , Carl Watson


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1408523 COMPONENT TITLE: Instructional Materials Training MAXIMUM POINT VALUE: 30 SCOPE: Instructional Administrators GENERAL OBJECTIVES: To improve the instructional materials adoption process by providing members of instructional materials adoption councils with the necessary competencies to make the process consistent with state statutes, State Board of Education rules and accepted professional practices. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Describe the overall selection process for instructional materials. 2. List the advantages of participation of individuals in the instructional materials adoption process. 3. Answer critical questions about the legal requirements of the adoption process using as a reference the

Florida Statutes addressing the instructional materials adoption process. 4. Describe effective ways to organize and operate a district-level council in order to meet its

responsibilities. 5. Describe the full range of characteristics and features of any textbook which would result in a rating of

high quality. 6. Write a list of criteria for textbooks in a specific content area which are judged to be assessable and

germane to the content area. 7. Apply a given list of criteria in his or her area of expertise to a set of instructional materials and determine

the degree to which the materials meet the criteria. 8. Describe the importance and role of the Learner-Verification and Revision (LVR) process in the

development and evaluation of instructional materials. 9. Describe the importance of combining information from a variety of sources to form a rating or ranking

of instructional materials. 10. Combine information taken from a given variety of sources to form a rating of the instructional materials. 11. Describe the current changes in the subject area content which have implications for adoption of

instructional materials. 12. Describe the current changes in the subject area instructional methods which have implications for

adoption of instructional materials.

SPECIFIC ACTIVITIES: Participants will engage in a variety of activities described in the Department of Education developed training program for the instructional materials adoption process. These activities, designed to assist the participant in achieving the specific objectives, include a video presentation, lectures, demonstrations, discussions, simulations and hands-on workshop.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1411507 COMPONENT TITLE: Subject Area Curriculum for Middle School Certification MAXIMUM POINT VALUE: 20 SCOPE: 6-8 Teachers GENERAL OBJECTIVES: To develop a suitable unit for an instructional area using appropriate materials and strategies, in accordance with middle school philosophies and goals. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Identify materials, literature, and media appropriate to the participant’s specialization area for middle school. Write specific objectives in behavioral terms for a middle school curriculum, unit in this area of specialization.

2. Identify evaluation instruments for use with the specific objectives. 3. Use data gathered from evaluation instruments. 4. Create a unit which could be incorporated into a middle school interdisciplinary unit. 5. Develop learning centers and instructional games for use with the unit. 6. Construct other academic materials to be used in the specialized area. 7. Construct a five day lesson play from the unit.


1. Review materials, literature, and media appropriate to specialization area and proposed unit. 2. Create a list of behavioral objectives appropriate to the proposed unit. 3. Construct a unit appropriate to the participant’s specialization area and to middle school students. 4. Develop activities for the unit which lend themselves to individualization of instruction. 5. Develop evaluation instruments appropriate to the proposed unit. 6. Develop a statement of how the unit is suited to the middle school student and how it could be related to

units in the other three academic areas to facilitate the teaching of an interdisciplinary unit. 7. Construct materials for the developed unit. 8. Plan and construct learning centers instructional games for the unit. 9. Construct a five-day lesson plan for the teaching of the unit. 10. Submit a non-returnable copy of the unit and lesson plan to the Osceola Teacher Education Center.

EVALUATION: To the satisfaction of the consultant, each individual will: 1. Complete assigned activities.

2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post- assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5).

In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03. Note: This component is to be used with component #5-01-09-8-13 for initial middle school certification area only.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1411509 COMPONENT TITLE: Early Childhood Curriculum and Sequential Learning Patterns – Prep - Comp. #2 MAXIMUM POINT VALUE: 20 SCOPE: K-3 Teachers GENERAL OBJECTIVES: To learn how to prepare, develop and organize materials and evaluate instruments, and/or learning center materials for individualized and group instruction in Primary Education Program in accordance with the skills and objectives in the Osceola County Elementary Curriculum Guides. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Demonstrate knowledge of the K-3 Curriculum. 2. Demonstrate content knowledge of selected developmental and sequential learning patterns. 3. Identify materials, leaning centers and/or activities to meet the needs of the student. 4. Identify methods or techniques necessary to meet the specific objectives of the Elementary Curriculum

Guides. 5. Utilize instruments to evaluate effective teaching methods. SPECIFIC ACTIVITIES: Each participant will: 1. Examine and discuss the K-3 Curriculum. 2. Select materials necessary for developmental and sequential learning patterns. 3. Examine and construct materials, learning centers and/or activities to fit needs of the students. 4. Utilize the Elementary Curriculum Guides in planning. 5. Formulate instruments to evaluate effective teaching methods. EVALUATION: To the satisfaction of the consultant, each individual will: 1. Complete assigned activities. 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post- assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5).




COMPONENT NUMBER: 1411512 COMPONENT TITLE: How to Administer the Florida VPK Assessment DATA ELEMENTS: Primary Purpose (PP) Delivery Method (DM) Instructor-led Implementation Method (IM) Evaluation (F) FEAP Follow-up Method (FM) MAXIMUM POINTS: Four initial points upon proof of successful completion of the instructor-led How

to Administer the Florida VPK Assessment professional development and four follow-up points – total of eight in-service points.

SCOPE: This professional development is appropriate for VPK directors, administrators, and teachers who will administer the Florida VPK Assessment. Participants will learn the purpose of the VPK Assessment and are provided an overview of the four assessment measures, in addition to information on how to administer, record, and score each of the assessment measures through hands on activities and engaging video clips. Participants will also receive an overview of the VPK Assessment Online Reporting System.

GENERAL OBJECTIVES: The purpose of this professional development is to prepare the participant to administer the Florida Voluntary Prekindergarten (VPK) Assessment and give an overview of the VPK Assessment Online Reporting System. SPECIFIC OBJECTIVES: Upon completion of this professional development, participants will: Understand the components of the four assessment measures: Print Knowledge, Phonemic Awareness,

Mathematics, and Oral Language/Vocabulary. Understand how to administer, record, and score each assessment measure. Administer the VPK Assessment measures to children in the VPK classroom. Recognize the benefits of and uses for the VPK Assessment Online Reporting System.

DESCRIPTION OF ACTIVITIES:

To earn in-service credits, participants must successfully complete the four-hour instructor-led professional development and an additional four hours of follow-up activities which may include any of the following:

View the How to Administer the Florida VPK Assessment DVD and write a one to two page summary Action Research regarding the impact of VPK Assessment data on instructional practices. Develop three lesson plans to enhance the phonemic awareness, mathematics, and/or oral

language/vocabulary development of four-year-olds enrolled in a VPK program. Create a learning center which targets the development of phonemic awareness, mathematics, and/or oral

language/vocabulary of four-year-olds enrolled in a VPK program. Coach or mentor other teachers to ensure the appropriate application of knowledge and skills regarding the

administration, recording, and scoring of the assessment measures. Write a two page Reflection on experiences implementing the VPK Assessment. Network to share best practices and updates. Compile assessment data (using the reports available via the VPK Assessment Online Reporting System) for

specified assessment period. PROFESSIONAL DEVELOPMENT DELIVERY, FOLLOW-UP AND EVALUATION:

EVALUATION OF PARTICIPANTS: Demonstrate mastery of at least 80% of the targeted objectives on a post-test.

FOLLOW-UP EVALUATION METHODS: Product related to follow-up activities (e.g., lesson plans, written reflection, summary of Action Research, or

learning center). Log of mentoring/coaching activities (e.g., direct observation, conferencing, oral reflection and/or lesson

demonstration).



COMPONENT NUMBER: 1411515 COMPONENT TITLE: Florida VPK Assessment Instructional Implications DATA ELEMENTS: Primary Purpose (PP) Delivery Method (DM) Instructor-led Implementation Method (IM) Evaluation (F) FEAP Follow-up Method (FM) MAXIMUM POINTS: Two initial points upon proof of successful completion of the instructor-led

Florida VPK Assessment Instructional Implications training and three follow-up points – total of five in-service points

SCOPE: This professional development is appropriate for VPK directors, administrators, and teachers who have administered the VPK Assessment. Participants will review the VPK Assessment Online Reporting System score types, reports, and instructional resources for planning instruction based on VPK Assessment data.

GENERAL OBJECTIVES: To assist teachers with the interpretation of VPK Assessment data and provide a link between the interpretation of the VPK Assessment data and what quality instruction looks like in the VPK classroom. SPECIFIC OBJECTIVES:

Upon completion of this professional development, participants will: Understand the VPK Assessment Online Reporting System score types (e.g., Exceeding Expectations, Meeting

Expectations, Below Expectations). Be able to distinguish between a screening assessment and a progress monitoring assessment. Know the types of assessment reports that are available via the VPK Assessment Online Reporting System. Understand the components of an assessment report. Be familiar with the benefits of and uses for the VPK Assessment Parent Letter.

DESCRIPTION OF ACTIVITIES: To earn in-service points, participants must successfully complete the two-hour instructor-led professional

development and an additional three hours of follow-up activities which may include any of the following: Use assessment data to complete the VPK Assessment Instructional Implications Follow-Up Activity (given

out at the training). Action Research regarding the impact of VPK Assessment data on instructional practices. Develop three lesson plans to enhance the phonemic awareness, mathematics, and/or oral language/vocabulary

development of four-year-olds enrolled in a VPK program. Create a learning center which targets the development of a specific skill area (e.g., phonemic awareness,

mathematics, and/or oral language/vocabulary) for children in the VPK Classroom who scored Below Expectations or Meeting Expectations.

Coach or mentor other teachers to ensure the appropriate interpretation of assessment data and encourage effective practices for sharing assessment data with parents.

Write a two page Reflection on experiences implementing the VPK Assessment. PROFESSIONAL DEVELOPMENT DELIVERY, FOLLOW-UP AND EVALUATION EVALUATION OF PARTICIPANTS: Demonstrate mastery of at least 80% of the targeted objectives on a post-test.


learning center). Completion of the VPK Assessment Instructional Implications Follow-Up Activity. Log of mentoring/coaching activities (e.g., direct observation, conferencing, oral reflection and/or lesson

demonstration).


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1411567 COMPONENT TITLE: Understanding Title Programs MAXIMUM POINT VALUE: 40 SCOPE: Teachers and Chapter I Staff GENERAL OBJECTIVES: Each participant will know the functions of the Title Programs and his/her role in achieving maximum proficiency in use of materials and equipment. SPECIFIC OBJECTIVES: Upon completion of the component, participants will demonstrate the ability to:

1. Identify current laws and regulations affecting Title programs. 2. Operate equipment and identify materials used in Title programs. 3. Understand the diagnostic prescriptive placement procedure as part of the Computer Assisted

Instructional program as implemented. 4. State and assume their responsibility to insure success of the program. 5. Read the various reports on student progress and apply the information to instructional planning for

participants in their classes. 6. Understand the capabilities of the CAI program content. 7. Identify program strands applicable to Title participants. 8. Read and interpret the course report and prescribe worksheets to address the referenced need. 9. Learn the system sufficient enough to be knowledgeable of how to turn it on - opening up on

Monday, close down on Friday.


1. Participate in lecture followed by question and answer period on old and current laws affecting Title programs and the individual’s role in achieving maximum proficiency in carrying out program requirements.

2. Attend a hands-on demonstration of use and maintenance of equipment in Title program labs. 3. Each participant will experience curriculum items as presented to the children. 4. Understand procedure for requesting related worksheets for Title students. Examine several possible

examples in schedules for Title students in cooperation with the entire school program. 5. Attend a staff meeting early each year for a minimum of one hour for the purpose of learning about the

Title project and program. 6. Attend a six hour workshop for thorough review of the project and program content of the software. 7. Spend additional hours on computer in the lab at their own discretion in one half hour segments to explore

various strands and understand what students are exposed to. 8. Observe and be able to manage a class in the lab.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1411579 COMPONENT TITLE: Migrant Education MAXIMUM POINT VALUE: 30 SCOPE: Instructional and Support GENERAL OBJECTIVES: Participants will increase their awareness and broaden their knowledge of the unique needs of a highly mobile population: migrant students. Participants will become familiar with ethnic/cultural differences, some of the specific educational issues affecting this target group, identification and enrolling students in the Migrant Student Record Transfer System (MSRTS). SPECIFIC OBJECTIVES: Upon completion of the component, participants will be able to:

1. Discuss the historical perspective of migrancy in the United States, including the law and regulations which address the educational needs of migrant students and the national goals/state initiatives.

2. Define the basic terms in Migrant Education: a. general terms. b. program areas. c. MSRTS educational record terms. d. MSRTS health record terms.

3. Identify the three major home base states. 4. Identify the three migrant streams. 5. Describe the ethnic groups which compose the migrant eastern stream. 6. Discuss some of the cultural differences between the eastern stream ethnic groups. 7. Identify the special needs of currently migratory students. 8. List at least four strengths that are descriptive of the migrant family. 9. Describe the characteristics unique to the migrant lifestyle. 10. Describe some of the cultural sensitivity when communicating with migrants. 11. Define cross cultural counseling as it relates to migrant students. 12. Name the two components of the migrant education program. 13. State the procedure for determining migrant eligibility. 14. Explain the role of the migrant recruiter/identifier in the school district. 15. Describe the history, development and purpose of the Migrant Student Record Transfer System

(MSRTS). 16. State the procedure for enrolling an eligible migrant student in the MSRTS. 17. Identify by name the four major sections of the MSRTS educational record and the eight sections of the

MSRTS health record. 18. Decode data on the MSRTS educational and health records. 19. Encode educational data on the MSRTS education record. 20. Describe at least four benefits of the MSRTS educational record for the classroom teacher. 21. State the benefits of the MSRTS health record. 22. Describe the procedure for updating and withdrawing a migrant student from the MSRTS.

23. Describe “full utilization” of the MSRTS educational and health records. 24. Utilize the MSRTS Resource Guide For Teachers And Health Providers.


1. Activities conducted will include but not be limited to: a. lectures with audio visuals. b. discussions. c. demonstrations. d. problem solving/application sessions in small group setting, role-playing, and question and answer

time. 2. The instructors will use appropriate resource manuals and cultural awareness kits to effectively teach the

materials and will provide MSRTS manuals, booklets and case studies/sample educational and health records for participants’ use in completion of hands-on practice activities.


1. Complete assigned activities.

2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or by other valid means of measurement, in compliance with Florida Statute 231.608(1) and SBR 6A-5.071(5).



MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1412532 COMPONENT TITLE: The Multicultural Classroom MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: To provide teacher training emphasizing cultural differences and similarities in establishing discipline, procedures, classroom management and communication with parents. This will result in an improved instructional environment for all students.



COMPONENT NUMBER: 1506004 COMPONENT TITLE: Research Project MAXIMUM POINT VALUE: 20 SCOPE: All Personnel GENERAL OBJECTIVES: To develop improved teaching techniques in instruction through a research project. SPECIFIC OBJECTIVES: Upon successful completion of this component, participant will demonstrate the ability to:

1. Identify a research problem. 2. Write specific objectives for conducting the research. 3. Determine the design and procedures for exploring the problem. 4. Determine the criteria and measures to be used. 5. Write a report listing the findings, conclusions or implications.


1. Identify a research problem prior to participating in a research project using OTEC form SDP-04. 2. Write specific objectives for conducting the research prior to participating in a research project using OTEC

forms DDP-04. 3. Determine the design and procedures for exploring the problem. 4. Write a report of the findings, conclusions or implications.


1. Complete assigned activities. 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre-and post-


In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03. Note: Instructional personnel may select a special individual research project in a curriculum or service area such as: the effect of group counseling an underachieving eight grade student; the relationship between math concept and computational skills; the most effective measures to teach low reading groups basic sound and phonetic patterns and to increase spelling achievement scores, or a project to increase circulation of math and science trade books in the library. The project must be approved by the supervisor, and principal (or must be closely monitored with periodic conferences. The proposed project and definition of the problem must be submitted in writing. The data and evaluation must be reviewed and accepted by the supervisor and principal before points are credited. There is a limit of 20 points per year.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1700531 COMPONENT TITLE: ESOL Concepts for Educators MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: To provide a systematic training program whereby individuals may receive sequential competency development training that will result in an approved instructional environment for all students, including Limited English Proficient students. Participants will modify classroom activities to incorporate ESOL strategies for cultural awareness, curriculum and materials development, evaluation, and content adaptation methods. SPECIFIC OBJECTIVES: Upon completion of the component, participant will: 1. Identify the major significant cultures represented by the LEP population in Florida 2. Describe the stages of culture shock and identify implications for teaching and learning 3. Describe significant cultural shock and identify implication for teaching and learning 4. Identify culture specific non-verbal communications such as gestures, facial expressions, and eye contact that may lead to misinterpretation in cross-cultural interactions 5. Identify major differences in educational systems related to the role of the teacher, the curriculum and assessment (field dependence and field independence) and the implications for teaching and learning 6. Identify major attitudes of target group parents/community toward school, teachers discipline, and education in general that may lead to misinterpretation by U.S. school personnel, e.g. failure to participate actively in PTSA activities 7. List and describe teacher behaviors which indicate sensitivity to cultural and linguistic differences 8. Identify strategies for facilitating articulation with administrators, content area teachers, parents, and the community 9. Distinguish between the acquisition of language arts skills in English for Speakers of Other languages and in the English program of native speakers 10. Apply ethno-linguistic and cross-cultural knowledge to classroom management techniques 11. Identify cultural bias in content area materials and possible impact on target groups 12. Identify culturally relevant facts related to the major cultures represented by the target group, such as important historical events and geographic features and/or literary, artistic and musical accomplishments of their people 13. Identify/describe first and second language acquisition research and the implication for teaching content area subjects to LEP students 14. Identify the major concepts and current trends on ESOL teaching, such as: TPR, LEA, Counseling Learning, Suggestopedia, etc. 15. Describe and use ESOL techniques such as strip theory, silent way, telephone techniques, cloze dialog, the progression technique, etc. 16. Identify and describe multisensory ESOL strategies in relation to teaching LEP students in the regular classroom 17. Compare and contrast the concepts “Learning Disability” and “Limited English Proficiency” 18. Identify characteristics of aural/oral approaches in developing, listening, speaking, reading and writing skills 19. Distinguish between Basic Interpersonal Communicative skills (BICS) and Cognitive Academic Language Proficiency (CALP) as it applies to ESOL curriculum 20. Identify appropriate high frequency vocabulary for LEP students

21. Identify potential linguistic and cultural biases in selected texts and materials 22. Develop and classify content comprehension concepts using Bloom’s Taxonomy 23. Identify and describe realia which are designed to teach content to LEP students 24. Assess initial English language proficiency of LEP students for placement and instruction 25. Identify and develop alternate valid content evaluation instruments other than paper and pencil tests 26. Develop content tests comprised of testing techniques other than multiple choice items, such as: total physical response items, completion, cloze passage, picture cues, etc. 27. Interpret assessments for a particular audience (parents, students, administrators, etc.) 28. Identify characteristics to be considered when selecting computer assisted instructional materials for ESOL classes 29. Define the different kinds of validity in tests 30. Describe the pullout ESOL model and the immersion ESOL model. SPECIFIC ACTIVITIES: Participants will engage in presentation, discussions, and other activities to help master the identified competencies. EVALUATION: To the satisfaction of the consultant, each individual will: 1. Complete assigned activities 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1700533 COMPONENT TITLE: Trainer of Trainers - Empowering ESOL Teachers: An Overview, Volume II MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The purpose of this workshop is to provide training for trainers in the delivery of the inservice package: EMPOWERING ESOL TEACHERS; AN OVERVIEW VOLUME II (EET). The trainers will engage in many of the actual activities planned for the participants who attend the inservice training, thus becoming proficient in the delivery of this material.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1700534 COMPONENT TITLE: Trainer of Trainers - Empowering ESOL Teachers: An Overview, Volume I MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The purpose of this workshop is to provide training for trainers in the delivery of the inservice package: EMPOWERING ESOL TEACHERS; AN OVERVIEW, VOLUME I. The trainers will engage in many of the actual activities planned for the participants who attend the inservice training, thus becoming proficient in the delivery of this material.


COMPONENT NUMBER: 1700539 COMPONENT TITLE: Methods of Teaching English to Speakers of Other Languages

(ESOL) MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to provide participants with knowledge of first and second language acquisition research and its implications for teaching LEP students in the areas of listening, speaking, reading, and writing, and content area instruction. In addition, it will provide participants with an opportunity to envelop modified lessons to ensure the academic success of LEP students. It will also enable participants to familiarize themselves with both first and second language acquisition research and apply major ESOL methodologies and approaches. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Distinguish between the acquisitions of Language Arts skills in the English for Speakers of Other Languages and in the English program for native speakers.

2. Match instructional approaches with language learning theories. 3. Apply essential strategies for developing listening skills. 4. Apply essential strategies for developing speaking skills. 5. Apply essential strategies for developing reading skills. 6. Apply essential strategies for developing writing skills. 7. Recognize contributions of major leaders in the field of ESOL methodology. 8. Develop applications of the major ESOL methodologies and approaches in relation to the various needs

of LEP students, e.g., language proficiency, age, interest level, and learning styles. 9. Demonstrate knowledge of current trends in ESOL teaching. 10. Identify major methodologies and current trends in ESOL teaching. 11. Identify characteristics and applications of ESOL approaches. 12. Develop applications of Total Physical Response for the beginning stages of ESOL learning. 13. Plan a Language Experience Approach lesson appropriate to LEP students. 14. Identify features of natural/communicative approaches to teaching ESOL. 15. Identify characteristics of aural/oral approaches in developing listening, speaking, reading and

writing skills. 16. Demonstrate awareness of the central role of ESOL within the total school curriculum. 17. Identify cognitive approaches to second language learning. 18. Identify features and demonstrate applications of content based ESOL approaches. 19. Develop lesson plans demonstrating appropriate strategies for teaching reading, especially as

related to the establishment of sound system correspondence in terms of patterns. 20. Identify features and demonstrate applications of content area reading instruction for LEP

students. 21. Compare various instructional strategies used in ESOL classrooms with those used in regular

English classrooms. 22. Apply multi-sensory ESOL strategies in relation to learning styles.

23. Demonstrate effective lesson planning by providing multi-level ESOL activities for a variety of

situations, such as individual, small group and whole group instruction, cooperative learning and learning centers.

24. Plan lessons utilizing peer tutors, volunteers or aides. 25. Demonstrate ability in classroom management including flexible scheduling, appropriate room

management and utilizing external resources. 26. Identify ESOL specific classroom management techniques for multi-level class, e.g., choosing group

leaders, arranging room according to teacher/student responsibilities, utilizing audiovisual materials, giving positive feedback, and using time wisely.

27. Determine strategies for content area teachers to use with LEP students. 28. Design activities that will prepare students in the ESOL program to make a smooth transition to

the regular program. 29. Recognize major language education professional organizations. 30. Demonstrate knowledge of the historical development of ESOL. 31. Demonstrate knowledge of major professional publications related to ESOL. 32. Evaluate and select available instructional materials in terms of student needs including age,

language proficiency, cultural background and learning styles. 33. Demonstrate ability to use instructional materials appropriately. 34. Discriminate between a learning disability and limited language. 35. Develop lesson plans demonstrating appropriate strategies of insuring a smooth transition from

the ESOL reading program to the regular English reading program.

SPECIFIC ACTIVITIES: Upon completion of the component, the participant will be able to:

1. Develop a picture file of topics related to teaching basic English to LEP students at the beginning English Proficiency level, and for subject related specific methodologies in their classrooms.

2. Work in grade level groups to create a unit plan which integrates language and subject knowledge development. The plan will take the form of a semantic web map.

3. Engage in discussions and other field related activities which will help them develop the necessary skills to utilize ESOL methods and techniques.

4. Conduct a fifteen minute ESOL lesson using the workshop participants as students. The participant will model ESOL methods, techniques and material used in the classroom.

5. Engage in presentations, discussions and other activities which help them master the identified competencies.

PARTICIPANT EVALUATION:

Participants who will use inservice credit in this component to add an endorsement to a certificate will be evaluated using the following assessment procedures:

1. Complete pre- and post-tests on the following: a) the elements and characteristics of Methods ofTeaching ESOL. b) participants will pass the post-test with 80% accuracy and will also demonstrate increased competency on 80% of the specific objectives of the component.

2. Any other assessment procedure required by the instructor (s) providing the program.

Participants who will not use inservice credit through participation in this component to add an endorsement to a certificate will:

1. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or by other valid means of measurement, in compliance with Florida Statute231.608(1) and SRB 6A-5.071(5).

2. Complete any other assessment procedure required the instructor (s).

PROGRAM EVALUATION: To the satisfaction of the consultant, each individual will:

1. Complete evaluations to assess the degree to which specific objectives have been addressed by component activities. Participant data will be summarized.

2. Criteria for positive program judgment will be that 90% of all participants show increased knowledge on at least 80% of the specific objective.



MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1700592 COMPONENT TITLE: ELL Instructional Strategies DATA ELEMENTS: Primary Purpose (PP) C Delivery Method (DM) A Evaluation F Follow-up Method (FM) O MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The participant will demonstrate sound instructional strategies when working with English Language Learners. SPECIFIC OBJECTIVES: At the conclusion of the component, the participant will be able to:

1. Demonstrate the ability to utilize a variety of instructional strategies when working with English Language Learners.

2. Demonstrate the ability to select teaching strategies matched to the individual English Language Learners needs and interests.

3. Demonstrate knowledge of specific strategies suitable for English Language Learners such as simulation, demonstration, independent study, research skills and group dynamics.

4. Demonstrate the ability to plan activities that incorporate cognitive and affective areas of learning. 5. Demonstrate knowledge of the second language acquisition process and the ability to utilize this

process in teaching the English Language Learner. 6. Demonstrate the ability to utilize community resources in the ELL program. 7. Identify components of a district program for English Language Learners. 8. Demonstrate an awareness of program designs and the appropriateness of each for specific age levels. 9. Identify techniques for involving the community in the education of English Language Learners. 10. Identify principles and methods for differentiation of curriculum for English Language Learners. 11. Match major influential individuals to their contributions in the field of second language acquisition. 12. Identify educational models which provide a framework for curriculum development. 13. Identify learning activities which incorporate cognitive, affective, physical, intuitive and societal

domains. 14. Identify teaching methods which enable the learner to progress from teacher-directed learning

activities to self-directed learning activities. 15. Identify methods of promoting higher order cognitive thinking skills. 16. Identify teacher characteristics common to effective teachers of English Language Learners. 17. Identify essential teacher skills and competencies for working with English Language Learners. 18. Develop techniques for working effectively with regular classroom teachers. 19. Identify effective communication techniques for fostering positive public relations. 20. Identify current research that is influencing second language acquisition. 21. Recognize approaches to extending and enriching subject areas.


1. Develop a topical or thematic unit for use with English Language Learners integrating: a) One or more teaching models b) Appropriate instructional strategies. c) Community resources. d) Evaluation. e) Suitable materials.

2. Develop a teacher resource on appropriate classroom materials and strategies.


1. Demonstrate increased competency on 80% of the specific objectives of the component as determined by

pre/post testing or other valid methods/measures as determined by the instructor. 2. Complete assigned activities. 3. Participate in discussions and exercises. 4. Demonstrate proficiency in a selected activity while being observed by designated personnel. 5. Complete an evaluation of the effectiveness of both the component and the consultant using Professional






DATA ELEMENTS: Primary Purpose (PP) A Delivery Method (DM A/B Implementation Method (IM) O/Q Evaluation (F) A/D Follow-up Method (FM) A

MAXIMUM POINTS: 60

SCOPE: Instructional Personnel GENERAL OBJECTIVES: The participant will know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. The participant will support ESOL students’ access to the core curriculum by teaching language through academic content. The participant will also demonstrate knowledge of history, public policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs. SPECIFIC OBJECTIVES: Standard 1: ESL/ESOL Research and History Teachers will demonstrate knowledge of history, public policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs. Performance Indicators 3.1. a. Demonstrate knowledge of L2 teaching methods in their historical context. 3.1. b. Demonstrate awareness of current research relevant to best practices in second language and literacy instruction. 3.1. c. Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including program models for ELL instruction.

Standard 2: Standards-Based ESL and Content Instruction Teachers will know, manage, and implement a variety of teaching strategies and techniques for developing and integrating ELLs’ English listening, speaking, reading, and writing skills. The teacher will support ELLs’ access to the core curriculum by teaching language through academic content. Performance Indicators 3.2. a. Organize learning around standards-based content and language learning objectives for students from diverse backgrounds and at varying English proficiency levels. 3.2. b. Develop ELLs’ L2 listening skills for a variety of academic and social purposes. 3.2. c. Develop ELLs' L2 speaking skills for a variety of academic and social purposes. 3.2. d. Provide standards-based instruction that builds upon ELLs’ oral English to support learning to read and write in English. 3.2. e. Provide standards-based reading instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency levels. 3.2. f. Provide standards-based writing instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency levels. 3.2. g. Develop ELLs’ writing through a range of activities, from sentence formation to expository writing.

3.2. h. Collaborate with stakeholders to advocate for ELLs’ equitable access to academic instruction (through traditional resources and instructional technology).

3.2. I. Use appropriate listening, speaking, reading, and writing activities in teaching ELLs from diverse backgrounds and at varying English proficiency levels. 3.2. j. Incorporate activities, tasks, and assignments that develop authentic uses of the second language and literacy to assist ELLs in learning academic vocabulary and content-area material. 3.2. k. Provide instruction that integrates listening, speaking, reading, and writing for ELLs of diverse backgrounds and varying English proficiency levels. Standard 3: Effective Use of Resources and Technologies Teachers will be familiar with and be able to select, adapt and use a wide range of standards-based materials, resources, and technologies. Performance Indicators 3.3. a. Use culturally responsive/sensitive, age-appropriate, and linguistically accessible materials for ELLs of diverse backgrounds and varying English proficiency levels. 3.3. b. Use a variety of materials and other resources, including L1 resources, for ELLs to develop language and content-area skills. 3.3. c. Use technological resources (e.g., Web, software, computers, and related media) to enhance language and content-area instruction for ELLs of diverse backgrounds and varying English proficiency levels. SPECIFIC ACTIVITIES;



3. Develop a project to demonstrate the adaptation of content/standards based materials for the instruction of L2 students. (3.3.a -3.3.c)

4. Design lesson plans and instructional materials to assist students in overcoming obstacles to language acquisition in content classrooms. (3.3.a-3.3.c)

5. Develop a picture file of topics related to teaching L2 students. (3.1.a-3.1.c) 6. Work in grade level groups to assist teachers with the strategies, techniques, etc. for teaching the L2

student. (3.1a-3.1.c, 3.2.a-3.2.k, and 3.3.a-3.3.c) 7. Participate in presentations, discussions, projects and other activities which help the participant master

the content of the course and assist the L2 student. (3.1a-3.1.c, 3.2.a-3.2.k, and 3.3.a-3.3.c)




3. Participate in discussions and exercises.

4. Demonstrate proficiency in a selected activity while being observed by designated personnel.

5. Complete an evaluation of the effectiveness of both the component and the instructor using Professional


6. Activities conducted under this component will be evaluated by participants and inservice leaders to determine 1) the degree to which objectives have been addressed, and 2) the impact of acquired skills on students when implemented in the educational setting.

LEARNING (DELIVERY) METHODS: An activity under this component must align with at least one of the state-identified delivery methods listed below: Workshop Electronic, interactive Electronic, non-interactive Learning Community/Lesson Study group Independent Inquiry (Includes, for example, Action Research) Structured Coaching, Mentoring (may include one-on-one or small group instruction by a mentor/coach with

a teacher with specific learning objectives)

IMPLEMENTATION (FOLLOW-UP) METHODS: An activity under this component must align with at least one of the state-identified implementation methods listed below. An implementation activity must document the impact of a participant’s acquired skills on students when implemented in the educational setting. Structured Coaching/Mentoring (may include direct observation, conferencing, oral reflection and/or lesson

demonstration) Independent Learning/Action Research related to training (should include evidence of implementation) Collaborative Planning related to training, includes Learning Community Participant Product related to training (may include lesson plans, written reflection, audio/videotape, case

study, samples of student work) Lesson Study group participation Electronic – interactive Electronic – non-interactive



MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1701593 COMPONENT TITLE: ELL Assessment Strategies DATA ELEMENTS: Primary Purpose (PP) C Delivery Method (DM) A Evaluation F Follow-up Method (FM) O MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to broaden the knowledge and increase the competencies in the area of assessment for individuals working with English Language Learners. SPECIFIC OBJECTIVES: At the conclusion of the component, the participant will be able to:

1. Construct and utilize a variety of assessments based upon stated objectives for English Language Learners.

2. Use assessment techniques appropriate to student needs on a regular basis. 3. Maintain an atmosphere conducive for the assessment of English Language Learners. 4. Provide appropriate feedback to students and parents. 5. Recognize patterns of physical, social, emotional and academic development in all ELL students. 6. Regularly document student performance in a variety of appropriate ways. 7. Refer students with special needs for appropriate assistance. 8. Respond to the individual needs, aptitudes, talents and learning styles of ELL students using a variety of

assessment techniques. 9. Review multiple student performance data sources including both state and local required assessments. 10. List materials used in improving test scores. 11. Differentiate between formal and informal assessments/tests. 12. Identify the purpose of improving test scores. 13. Identify current and available materials for improving test scores. 14. Interpret the results of formal and informal tests as they relate to classroom instruction. 15. Identify methods of the elements of test construction. 16. Define reliability. 17. Define validity. 18. List assessment alternatives. 19. Develop classroom assessments. 20. Facilitate individual and group assessment. 21. Understand the use of testing rubrics.


1. Develop a criterion referenced test for content materials for ELL students. 2. Construct assessment related specific objectives. 3. Develop performance based assessments for ELL students related to the content. 4. Critique established rubrics. 5. Construct rubrics that are project based, specific content based and/or activity based. 6. Show a correlation between course objectives to course evaluation using information viable to their

particular subject area. EVALUATION: To the satisfaction of the consultant, each individual will:


2. Complete assigned activities. 3. Participate in discussions and exercises. 4. Demonstrate proficiency in a selected activity while being observed by designated personnel. 5. Complete an evaluation of the effectiveness of both the component and the consultant using Professional






DATA ELEMENTS: Primary Purpose (PP) A Delivery Method (DM A/B Implementation Method (IM) O/Q Evaluation - Student A/D Evaluation - Staff (FM) A

MAXIMUM POINTS: 60

SCOPE: Instructional Personnel GENERAL OBJECTIVES: The participant will demonstrate an understanding of issues and concepts of formative and summative assessment and use standards-based procedures with ESOL students. The participant will understand and apply knowledge of assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels. The participant will also understand issues around accountability. This includes the implications of standardized assessment as opposed to performance-based assessments, and issues of accommodations in formal testing situations. SPECIFIC OBJECTIVES: Standard 1: Assessment Issues for ELLs Teachers will understand and apply knowledge of assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels. Examples include cultural and linguistic bias; testing in two languages; sociopolitical and psychological factors; special education testing and assessing giftedness; the importance of standards; the difference between formative and summative assessment; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests). Teachers will also understand issues around accountability. This includes the implications of standardized assessment as opposed to performance-based assessments, and issues of accommodations in formal testing situations. Performance Indicators

5.1. a. Demonstrate an understanding of the purposes of assessment as they relate to ELLs of diverse backgrounds and at varying English proficiency levels.

5.1. b. Identify a variety of assessment procedures appropriate for ELLs of diverse backgrounds and at varying English proficiency levels.

5.1. c. Demonstrate an understanding of appropriate and valid language and literacy assessments for ELLs of diverse backgrounds and at varying English proficiency levels.

5.1. d. Demonstrate understanding of the advantages and limitations of assessments, including the array of accommodations allowed for ELLs of diverse backgrounds and at varying English proficiency levels.

5.1. e. Distinguish among ELLs’ language differences, giftedness, and special education needs. Standard 2: Language Proficiency Assessment Teachers will appropriately use and interpret a variety of language proficiency assessment instruments to meet district, state, and federal guidelines, and to inform their instruction. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders.

Performance Indicators

5.2. a. Understand and implement district, state, and federal requirements for identification, reclassification, and exit of ELLs from language support programs, including requirements of the LULAC Consent Decree.

5.2. b. Identify and use a variety of assessment procedures for ELLs of diverse backgrounds and varying English proficiency levels.

5.2. c. Use multiple sources of information to assess ELLs’ language and literacy skills and communicative competence. Standard 3: Classroom-Based Assessment for ELLs Teachers will identify, develop, and use a variety of standards- and performance-based, formative and summative assessment tools and techniques to inform instruction and assess student learning. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders. Performance Indicators

5.3. a. Use performance-based assessment tools and tasks that measure ELLs’ progress in English language and literacy development.

5.3. b. Understand and use criterion-referenced assessments appropriately with ELLs from diverse backgrounds and at varying English proficiency levels.

5.3. c. Use various tools and techniques to assess content-area learning (e.g., math, science, social studies) for ELLs at varying levels of English language and literacy development. 5.3. d. Prepare ELLs to use self- and peer-assessment techniques, when appropriate. 5.3. e. Assist Ells in developing necessary test-taking skills.

5.3. f. Assess ELLs’ language and literacy development in classroom settings using a variety of authentic assessments, e.g., portfolios, checklists, and rubrics. SPECIFIC ACTIVITIES:





5. Identify and discuss appropriate language proficiency assessments. (5.1a-5.1.e, and 5.2.a-5.2.c) 6. Discuss how to share assessment data with parents on student progress. (5.1a-5.1.e, 5.2.a-5.2.c and 5.3.a-

5.3.f) 7. Participate in presentations, discussions, projects and other activities which help the participant master the

content of the course and assist the L2 student. (5.1a-5.1.e, 5.2.a-5.2.c and 5.3.a-5.3.f) EVALUATION: To the satisfaction of the instructor, each participant will:


2. Complete assigned activities. 3. Participate in discussions and exercises. 4. Demonstrate proficiency in a selected activity while being observed by designated personnel.


Development form SDP-03. 6. Activities conducted under this component will be evaluated by participants and inservice leaders to

determine 1) the degree to which objectives have been addressed, and 2) the impact of acquired skills on students when implemented in the educational setting.


a teacher with specific learning objectives) IMPLEMENTATION (FOLLOW-UP) METHODS: An activity under this component must align with at least one of the state-identified implementation methods listed below. An implementation activity must document the impact of a participant’s acquired skills on students when implemented in the educational setting. Structured Coaching/Mentoring (may include direct observation, conferencing, oral reflection and/or lesson


study, samples of student work) Lesson Study group participation Electronic – interactive Electronic – non-interactive IMPLEMENTATION DATE: July 1, 2011


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1702450 COMPONENT TITLE: ELL Language Proficiency and Academic Content DATA ELEMENTS: Primary Purpose (PP) C Delivery Method (DM) A Evaluation F Follow-up Method (FM) O MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The participant will demonstrate sound instructional strategies when working with English Language Learners. SPECIFIC OBJECTIVES: At the conclusion of the component, the participant will be able to:




4. Demonstrate the ability to plan activities that incorporate cognitive and affective areas of learning. 5. Demonstrate knowledge of the second language acquisition process and the ability to utilize this process

in teaching the English Language Learner. 6. Demonstrate the ability to utilize community resources in the ELL program. 7. Identify components of a district program for English Language Learners. 8. Demonstrate an awareness of program designs and the appropriateness of each for specific age levels. 9. Identify techniques for involving the community in the education of English Language Learners. 10. Identify principles and methods for differentiation of curriculum for English Language Learners. 11. Match major influential individuals to their contributions in the field of second language acquisition. 12. Identify educational models which provide a framework for curriculum development. 13. Identify learning activities which incorporate cognitive, affective, physical, intuitive and societal

domains. 14. Identify teaching methods which enable the learner to progress from teacher-directed learning activities to

self-directed learning activities. 15. Identify methods of promoting higher order cognitive thinking skills. 16. Identify teacher characteristics common to effective teachers of English Language Learners. 17. Identify essential teacher skills and competencies for working with English Language Learners. 18. Develop techniques for working effectively with regular classroom teachers. 19. Identify effective communication techniques for fostering positive public relations. 20. Identify current research that is influencing second language acquisition. 21. Recognize approaches to extending and enriching subject areas.


1. Develop a topical or thematic unit for use with English Language Learners integrating: a. One or more teaching models. b. Appropriate instructional strategies. c. Community resources. d. Evaluation. e. Suitable materials.




2. Complete assigned activities. 3. Participate in discussions and exercises. 4. Demonstrate proficiency in a selected activity while being observed by designated personnel. 5. Complete an evaluation of the effectiveness of both the component and the consultant using

Professional Development form SDP-03. IMPLEMENTATION DATE: July 1, 2009






MAXIMUM POINTS: 60

SCOPE: Instructional Personnel GENERAL OBJECTIVES: The participant will demonstrate an understanding of language as a system, including phonology, morphology, syntax, semantics and pragmatics; support ELL’s acquisition of English in order to learn and to read, write, and communicate orally in English. The participant will also understand and apply theories and research on second language acquisition and development to support ELL’s learning. The participant will demonstrate an understanding of the components of literacy, and will understand and apply theories of second language literacy development to support ELL’s learning. SPECIFIC OBJECTIVES: Standard 1: Language as a System Teachers will demonstrate understanding of language as a system, including phonology, morphology, syntax, semantics and pragmatics; support ELLs’ acquisition of English in order to learn and to read, write, and communicate orally in English. Performance Indicators 2.1. a. Demonstrate knowledge of the components of language and understanding of language as an integrative and communicative system. 2.1. b. Apply knowledge of phonology (the sound system), morphology (the structure of words), syntax (phrase and sentence structure), semantics (word/sentence meaning), and pragmatics (the effect of context on language) to support ELLs’ development of listening, speaking, reading, and writing (including spelling) skills in English. 2.1. c. Demonstrate knowledge of rhetorical and discourse structures as applied to second language and literacy learning. 2.1. d. Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English for different purposes. 2.1. e. Identify similarities and differences between English and other languages reflected in the ELL student population. Standard 2: Language Acquisition and Development Teachers will understand and apply theories and research on second language acquisition and development to support ELLs’ learning. Performance Indicators 2.2. a. Demonstrate understanding of current and past theories and research in second language acquisition and bilingualism as applied to ELLs from diverse backgrounds and at varying English proficiency levels.

2.2. b. Recognize the importance of ELLs’ home languages and language varieties, and build on these skills as a foundation for learning English. 2.2. c. Understand and apply knowledge of sociocultural, sociopolitical, and psychological variables to facilitate ELLs’ learning of English. 2.2. d. Understand and apply knowledge of the role of individual learner variables in the process of learning English as a second language.

Standard 3: Second Language Literacy Development Teachers will demonstrate an understanding of the components of literacy, and will understand and apply theories of second language literacy development to support ELLs’ learning. Performance Indicators 2.3. a. Understand and apply current theories of second language reading and writing development for ELLs from diverse backgrounds and at varying English proficiency levels. 2.3. b. Demonstrate understanding of similarities and differences between L1 (home language) and L2 (second language) literacy development. 2.3. c. Demonstrate understanding of how L1 literacy influences L2 literacy development and apply this to support ELLs’ learning.

2.3. d. Understand and apply knowledge of sociocultural, sociopolitical, and psychological variables to facilitate ELLs’ L2 literacy development in English. 2.3. e. Understand and apply knowledge of how principles of phonology, morphology, syntax, semantics, and discourse affect L2 reading and writing development. SPECIFIC ACTIVITIES:



3. Develop a project to demonstrate the linguistic differences between English and the target language. (2.1.e) 4. Participate in group discussions relative to the current and past theories and research in language acquisition

and bilingualism, importance of home language as a foundation for language learning, the participants understanding of sociocultural, sociopolitical and psychological variables to language learning, and the importance of individualized assessment of learning needs for language acquisition. (2.2.a – 2.2.d)

5. Design lesson plans and instructional materials to assist students in overcoming obstacles to language acquisition. (2.2.d)

6. Participate in group discussions and activities relative to second language in reading and writing development for ELLs, the differences between L1 and L2 development, and how factors impact that development. (2.3.a – 2.3.e)

7. Other activities as appropriate to demonstrate knowledge of the competencies. (2.1.a – 2.1.e, 2.2.a-2.2.d, and 2.3.a – 2.3.e)



2. Complete assigned activities. 3. Participate in discussions and exercises. 4. Demonstrate proficiency in a selected activity while being observed by designated personnel. 5. Complete an evaluation of the effectiveness of both the component and the instructor using Professional


6. Activities conducted under this component will be evaluated by participants and inservice leaders to







MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1703451 COMPONENT TITLE: ELL Alignment of Curriculum to Standards DATA ELEMENTS: Primary Purpose (PP) C Delivery Method (DM) A Evaluation F Follow-up Method (FM) O MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The participant will demonstrate the ability to match classroom curriculum and practice with the appropriate course standards. SPECIFIC OBJECTIVES: At the conclusion of the component, the participant will be able to:

1. Demonstrate knowledge of course standards for English Language Learners. 2. Demonstrate knowledge of the proper documentation of standards in the lesson planning process. 3. Demonstrate knowledge of current trends and research in the area of first and second language

acquisition. 4. Identify the stages of language acquisition and plan instruction appropriately. 5. Demonstrate knowledge of specific strategies suitable for English Language Learners such as simulation,

demonstration, independent study, research skills and group dynamics. 6. Demonstrate the ability to plan activities that incorporate cognitive and affective areas of learning. 7. Demonstrate an awareness of the ELL curriculum and its relationship to the curriculum of the school. 8. Identify best practices in ELL instruction. 9. Identify components of a district program for English Language Learners. 10. Demonstrate an awareness of program designs and the appropriateness of each for specific age levels. 11. Demonstrate effective lesson planning which incorporates state standards for the content. 12. Identify principles and methods for differentiation of curriculum for English Language Learners. 13. Demonstrate the ability to use instructional materials appropriately. 14. Identify educational models which provide a framework for curriculum development. 15. Identify learning activities which incorporate cognitive, affective, physical, intuitive and societal


self-directed learning activities. 17. Understand the principles of lesson adaptation for ELL students. 18. Apply techniques which extend student learning experiences. 19. Demonstrate techniques to integrate content texts and materials into the ELL classroom for extended

learning. 20. Develop techniques for working effectively with regular classroom teachers. 21. Identify, review and evaluate curriculum for correlation to the state standards. 22. Identify current research that is influencing second language acquisition. 23. Integrate technology into the presentation of content for the English Language Learner. 24. Reflect on priorities for implementation to help ELL students achieve Sunshine State Standards.





DATA ELEMENTS: Primary Purpose (PP) A Learning Method (LM) A/B Implementation Method (IM) O/Q Evaluation - Student A/D Evaluation - Staff (FM) A

MAXIMUM POINTS: 60

SCOPE: Instructional Personnel GENERAL OBJECTIVES:

The participant will demonstrate knowledge, understanding, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction. The participant will be skilled in using a variety of classroom organization techniques, program models, and teaching strategies for developing and integrating language skills. The participant can integrate technology and choose and adapt classroom resources. SPECIFIC OBJECTIVES: Standard 1: Planning for Standards-Based Instruction of ELLs Teachers will know, understand, and apply concepts, research, best practices, and evidenced-based strategies to plan classroom instruction in a supportive learning environment for ELLs. The teacher will plan for multilevel classrooms with learners from diverse backgrounds using a standards-based ESOL curriculum. Performance Indicators 4.1. a. Plan for integrated standards-based ESOL and language sensitive content instruction. 4.1. b. Create supportive, accepting, student-centered classroom environments. 4.1. c. Plan differentiated learning experiences based on assessment of students’ English and L1 proficiency and integrating ELLs’ cultural background knowledge, learning styles, and prior formal educational experiences. 4.1. d. Plan learning tasks for particular needs of students with limited formal schooling (LFS). 4.1. e. Plan for instruction that embeds assessment, includes scaffolding, and provides re-teaching when necessary for individuals and small groups to successfully meet English language and literacy learning objectives. Standard 2: Instructional Resources and Technology Teachers will know, select, and adapt a wide range of standards-based materials, resources, and technologies. Performance Indicators 4.2. a. Select and adapt culturally responsive/sensitive, age-appropriate, and linguistically accessible materials. 4.2. b. Select and adapt a variety of materials and other resources including L1 resources, appropriate to ELLs’ developing English language and literacy.

4.2. c. Select technological resources (e.g., Web, software, computers, and related media) to enhance instruction for ELLs of diverse backgrounds and at varying English proficiency levels.



2. Present oral reports on some facet of planning for standards based instruction for English Language Learners. (4.1a-4.1.e)

3. Write modified lesson plans to demonstrate knowledge of the concepts, research and best practice strategies to plan classroom instruction in a supportive learning environment for ELLs (4.1a-4.1.e)

4. Design lesson plans that include evidence of the adaptation of a wide range of standards-based materials, resources and technologies which are age appropriate and linguistically accessible. (4.2.a-4.2.c)

5. Give individual small group microteaching or think-pair-share activities for peers to encourage discussion and feedback. (4.1a-4.1.e, and 4.2.a-4.2.c)

6. Work in grade level or subject area groups to develop curriculum materials or teaching resources appropriate for ELL students. (4.1a-4.1.e, and 4.2.a-4.2.c)

7. Participate in presentations, discussions, projects and other activities which help the participant master the content of the course and assist the ELL student. (4.1a-4.1.e, and 4.2.a-4.2.c)








demonstration) Independent Learning/Action Research related to training (should include evidence of implementation)

Collaborative Planning related to training, includes Learning Community Participant Product related to training (may include lesson plans, written reflection, audio/videotape, case



MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1704404 COMPONENT TITLE: Bilingual Education MAXIMUM POINT VALUE: 60 SCOPE: All Teachers GENERAL OBJECTIVES: To increase the competencies and broaden the knowledge of the participants. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. State the importance of bilingual education. 2. List the problems encountered by a bilingual student. 3. Identify materials available for a bilingual program. 4. Used materials for a bilingual program. 5. Evaluate student’s skills necessary for the education of bilingual students. 6. Compile techniques and strategies for the teaching of bilingual students. 7. Plan lesson to meet the needs of the student at an appropriate level. 8. Implement a lesson to meet the needs of a student at an appropriate level. 9. Diagnose needs of students and prescribe appropriate remediation. 10. Develop appropriate remediation materials. SPECIFIC ACTIVITIES: Each participant will: 1. Attend lectures and discussions. 2. Review and evaluate materials for bilingual programs. 3. Construct a learning center for a skill relevant to the teaching of a bilingual student. 4. Develop a unit relevant to the teaching of a bilingual student. 5. Develop a lesson plan incorporating teaching techniques and strategies relevant to the teaching of a bilingual student. 7. Review and evaluate available and appropriate assessment materials. 8. Visit other programs or schools. EVALUATION: To the satisfaction of the consultant, each individual will: 1. Complete assigned activities. 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post- assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1704441 COMPONENT TITLE: English for Speakers of Other Languages MAXIMUM POINT VALUE: 40 SCOPE: Instructional Personnel GENERAL OBJECTIVES: The objective of this component is to broaden the knowledge and increase the competencies of participants in the teaching of non-English speaking students. SPECIFIC OBJECTIVES: Upon completion of the component, participant will: 1. Identify the importance of education non-English speaking students in English 2. Identify the available materials used in the teaching on non-English speaking students 3. Demonstrate techniques necessary for opening channels of communication between the participant and the non-English speaking student 4. Demonstrate techniques in non-verbal communication 5. design materials for use with a non-English speaking student 6. Identify other programs used in dealing with non-English speaking students. SPECIFIC ACTIVITIES: Each participant will complete the following activities: 1. Attend lectures and discussions 2. Participate in demonstrations 3. Participate in role-playing 4. Review and evaluate various materials for non-English speaking students 5. Develop techniques to be used in opening channels of communication between participants and non-English speaking students 6. Visit other programs and schools. EVALUATION: To the satisfaction of the consultant, each individual will:

1. Complete assigned activities 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-




MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1704452 COMPONENT TITLE: ELL Subject Matter DATA ELEMENTS: Primary Purpose (PP) C Delivery Method (DM) A Evaluation F Follow-up Method (FM) O MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The participant will demonstrate appropriate knowledge of ELL curriculum and content. SPECIFIC OBJECTIVES: At the conclusion of the component, the participant will be able to:

1. Demonstrate knowledge of the META Consent Decree. 2. Distinguish between ELL and Language Arts curriculum. 3. Identify the role of content area teachers with regard to ELL students and the Sunshine State Standards. 4. Develop lessons with appropriate modifications for ELL students. 5. Describe appropriate ELL content for listening, speaking, reading, and writing. 6. Identify appropriate grade level content for ELL students. 7. Identify the criteria for the selection of appropriate ELL materials and curriculum. 8. Compare and contrast the dual language and standard ELL program approaches. 9. Develop links between other content areas and ELL course content to help connect curriculum. 10. Distinguish between the acquisition of a second language and English courses within the school. 11. Demonstrate knowledge of ELL curriculum and content. 12. Identify components and describe multisensory ELL strategies. 13. Distinguish between Basic Interpersonal Communications (BIC) skills and Cognitive Academic

Language Proficiency (CALP) and how each relates to the instruction of the ELL student. 14. Identify high frequency vocabulary for the ELL student. 15. Identify principles and methods for differentiation of curriculum for English Language Learners. 16. Identify the characteristics of aural/oral approaches to instruction for listening, speaking, writing and

reading for ELL students. 17. Identify educational models which provide a framework for curriculum development. 18. Identify learning activities which incorporate cognitive, affective, physical, intuitive and societal

domains. 19. Identify teaching methods which enable the learner to progress from teacher-directed learning activities

to self-directed learning activities. 20. Identify methods of promoting higher order cognitive thinking skills. 21. Identify teacher characteristics common to effective teachers of English Language Learners. 22. Identify essential teacher skills and competencies for working with English Language Learners. 23. Develop techniques for working effectively with regular classroom teachers. 24. Identify effective communication techniques for fostering positive public relations. 25. Identify current research that is influencing second language acquisition.Recognize approaches to

extending and enriching subject areas.


1. Develop a topical or thematic unit for use with English Language Learners integrating:

a. One or more teaching models. b. Appropriate instructional strategies. c. Community resources. d. Evaluation. e. Suitable materials.


EVALUATION:




Professional Development form SDP-03.



MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1704553 COMPONENT TITLE: ESOL Best Practices MAXIMUM POINT VALUE: 60 SCOPE: Instructional Personnel GENERAL OBJECTIVES: This component is designed to provide training for participants in the Best Practices in ESOL Instruction and to prepare participants for the ESOL Certification Exam. The data elements are primary purpose (PP), E; delivery method (DM), A; and follow-up method (FM) F. SPECIFIC OBJECTIVES: Upon completion of the component, participants will demonstrate the ability to:

1. Identify some of the best practices in ESOL instruction. 2. Identify their responsibilities regarding the instruction of limited English proficient students. 3. Identify the elements of the Meta Consent Decree.


1. Attend lectures. 2. Work in small groups to identify and practice best practices in ESOL instruction. 3. Review the statutes, legislation and District policies relative to the Consent Decree and ESOL instruction. 4. Review literature and other materials relevant to ESOL Best Practices.







COMPONENT NUMBER: 1704725 COMPONENT TITLE: Adm. Enriching Content for ESOL MAXIMUM POINT VALUE: 60 SCOPE: Administrators/Guidance Counselors GENERAL OBJECTIVES: The general objective of this component is to increase competency and broaden knowledge of strategies for instruction of ESOL students.

SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate ability to:

1. Describe the Florida Consent Decree and its main requirements. 2. Describe the changing demographics in Florida and the US in terms of immigrants and LEP students. 3. Reflect on the role of content teachers with regard to LEP students and the Sunshine State Standards. 4. Understand and apply the three principles of lesson modification for ESOL students. 5. Develop lessons with appropriate modifications for ESOL students. 6. Create links among content areas to help connect the curriculum. 7. Reflect on priorities for implementation to help ESOL students achieve the Sunshine State Standards. 8. Understand the principles, similarities and differences of first and second language acquisition. 9. Describe how the principles of second language acquisition can be used in the mainstream classroom. 10. Develop activities appropriate to the initial stages of an ESOL student’s language development. 11. Differentiate social and academic language and describe the implications for schooling. 12. Describe program models for second language students and tell when each is appropriate. 13. Describe the role first language development plays in second language acquisition. 14. Discover US cultural values as a first step toward increasing cultural awareness. 15. Interpret ESOL student behavior from a cultural perspective. 16. Practice interacting with an ESOL student concerning a personal cross-cultural conflict. 17. Demonstrate how multicultural information and viewpoints can be incorporated into the content

areas. 18. Select priorities to increase multiculturalism in the school. 19. Apply new strategies to modify a content lesson for ESOL students. 20. Apply techniques and strategies to adapt content area textbooks for use with ESOL students. 21. Practice techniques to extend students’ thinking skills. 22. Demonstrate the use of graphic organizers as part of lesson development. 23. Identify principles and guidelines that assist ESOL students in developing reading skills in English. 24. Learn and practice reading strategies for the content areas. 25. Identify ways content teachers can assist ESOL students with low-literacy skills and little formal

schooling. 26. Compare and contrast classroom and standardized assessments. 27. Identify and reduce language and cultural bias on teacher-made tests. 28. Understand Banks’ four approaches to multicultural education. 29. Apply the multiple perspectives strategy in the content areas. 30. Reflect on one’s own feelings about multicultural education in the content.


1. Attend lectures, discussions and perform on-line tasks for different areas of ESOL content instruction. 2. Participate in hands-on projects. 3. Develop a lesson plan for a specific content area including ESOL strategies. 4. Develop a plan for observation of instruction in ESOL classrooms. 5. Develop a plan for supporting integration of instruction for ESOL students. 6. Develop a project that could be used in an ESOL content classroom at a selected grade level.


1. Complete all assigned activities. 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-

assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071(5).

In addition, each individual will complete an evaluation of the effectiveness of both component and consultant using Form SDP-03.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 1705594 COMPONENT TITLE: ELL Other DATA ELEMENTS: Primary Purpose (PP) C Delivery Method (DM) A Evaluation F Follow-up Method (FM) O MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The purpose of this component is to assist teachers and others in developing attitudes, skills, and knowledge relative to English Language Learners. As a result of this component, participants will be able to adapt classroom procedures and processes to more effectively meet the needs of the English Language Learner. SPECIFIC OBJECTIVES: At the conclusion of the component, the participant will be able to:

1. Demonstrate and refine techniques which foster success for English Language Learners. 2. Demonstrate appropriate activities to support cultural diversity. 3. Demonstrate knowledge of laws relative to discrimination. 4. Demonstrate an understanding of the aspects of second language acquisition and the barriers to learning. 5. Demonstrate knowledge of the second language acquisition process and the ability to utilize this process

in teaching the English Language Learner. 6. Recognize cultural differences and how that may impact student learning. 7. Identify components of a district program for English Language Learners. 8. Demonstrate an awareness of program designs and the appropriateness of each for specific age levels. 9. Identify techniques for involving the community in the education of English Language Learners. 10. Identify principles and methods for differentiation of curriculum for English Language Learners. 11. Match major influential individuals from a variety of cultures. 12. Differentiate between visible, surface characteristics of culture and the many subtle invisible

manifestations of culture. 13. Identify the stages of cultural adoption. 14. Identify levels of second language acquisition. 15. Identify methods of promoting greater parental involvement of English Language Learners in their

childrens’ success. 16. Identify teacher characteristics common to English Language Learners. 17. Identify essential teacher skills and competencies for working with English Language Learners. 18. Develop positive and appropriate expectations for student progress in second language acquisition. 19. Identify effective communication techniques for fostering positive public relations. 20. Identify current research that is influencing second language acquisition. 21. Recognize approaches to extending and enriching subject areas.


1. Develop a topical or thematic unit for use with English Language Learners integrating: a) One or more teaching models. b) Appropriate instructional strategies. c) Community resources. d) Evaluation. e) Suitable materials.











Performance Indicators 1.1. a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels. 1.1. b. Understand and apply knowledge of concepts of cultural competence, particularly knowledge about how cultural identities affect learning and academic progress for students from diverse backgrounds and at varying English proficiency levels. 1.1. c. Use a range of resources in learning about the cultural experiences of ELLs and their families to guide curriculum development and instruction. 1.1. d. Understand and apply knowledge about the effects of racism, stereotyping, and discrimination in teaching and learning of ELLs from diverse backgrounds and at varying English proficiency levels. 1.1. e. Understand and apply knowledge about home/school connections to build partnerships with ELLs’ families. 1.1. f. Understand and apply knowledge about concepts related to the interrelationship between language and culture for students from diverse backgrounds and at varying English proficiency levels.



2. Present oral reports on some facet of culture and its impacts on learning and academic progress. (1.1.b) 3. Prepare a case study of an ELL family and their struggles with home/school connections. (1.1.e) 4. Review curriculum, classroom materials and school communications for cultural bias. (1.1.c – 1.1.d) 5. Design instructional materials to demonstrate the use of cross cultural awareness (1.1.a – 1.1.f) 6. Other activities as appropriate to demonstrate knowledge of the competencies. (1.1.a – 1.1.f)


COMPONENT NUMBER: 2011526 COMPONENT TITLE: Coaching a Specific Sport DATA ELEMENTS: Primary Purpose (PP) A Delivery Method (DM) A/B Evaluation F Follow-Up Method (FM) O MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVE: The objective of this component is to enable participants to acquire additional knowledge, methods, trends, and skill application in the coaching of a selected interscholastic sport. SPECIFIC OBJECTIVES:

1. Identify the importance of a selected interscholastic sport as a lifelong activity. 2. State the importance of a selected interscholastic sport as a part of our culture. 3. Identify the rules and terminology used in a selected interscholastic sport. 4. Identify the strategies of team and/or individual play in a selected interscholastic sport. 5. Identify the strategies of individual position play in a selected interscholastic sport. 6. Exhibit knowledge of safety practices necessary to participate in a selected interscholastic sport. 7. State the physical fitness value derived from participation in selected interscholastic sports. 8. Identify the skills necessary to participate in selected interscholastic sports. 9. State the social skills derived from participation in selected interscholastic sports. 10. Identify positive sportsmanship techniques in participating in selected interscholastic sports. 11. Identify new methods and techniques for more effective coaching in selected interscholastic sports. 12. Identify innovative methods of organizing and administering a selected interscholastic sport. 13. Identify national, state, local policy revisions that will affect the administering of a selected




SPECIFIC ACTIVITIES: 1. The component will provide for individualized and/or small group directed activity. 2. Participants will attend and take part in district or school-based workshops or online courses. 3. Participants will take part in instructional activities that will include a combination of lecture,

demonstration, role-playing and simulations, observations, discussion and review of appropriate media and material.


FOLLOWUP: 1. Participant oral reflections 2. Participant written reflections 3. Participant portfolio 4. Participant product 5. Direct observations


1. Submit an acceptable narrative, product, or oral report as required by the instructor. 2. Demonstrate successful implementation of ideas, activities or recommendations as observed by the

instructor or a designated supervisor. 3. Complete pre- and post-tests on the elements and principles of coaching a specific sport. 4. Pass the post-test with 80% accuracy and demonstrate increased competency on 80% of the specific

objectives of the component. 5. Complete any other assessment procedure required by the instructor. 6. Complete an evaluation of the effectiveness of both the component and the instructor.



COMPONENT NUMBER: 2011527 COMPONENT TITLE: Coaching Theory DATA ELEMENTS: Primary Purpose (PP) A Delivery Method (DM) A/B Evaluation F Follow-Up Method (FM) O MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVE: The objective of this component is to enable participants to acquire additional knowledge, methods, and skill application that will improve coaching effectiveness.

SPECIFIC OBJECTIVES: 1. Demonstrate proficiency in understanding of the legal aspects of tort liability in athletics. 2. Demonstrate knowledge of the legal requirements for adequate care. 3. Demonstrate understanding of the legal requirements for proper supervision. 4. Understanding of the constitutional rights of student athletes in terms of ethnic or other discrimination. 5. Understanding of the legal aspects of disciplinary techniques. 6. Understanding of legal decision-making strategy in eliminating athletes from a team. 7. Identify minimum necessary athletic insurance coverage(s). 8. Recognize and adhere to appropriate state and local policy and procedure regulations governing athletic

participation. 9. Understand contractual law as applied to athletic coaching. 10. Be cognizant of appropriate coach/athlete interpersonal relations. 11. Be aware of legal precedents and actions in athletic coaching regarding sexual misconduct. 12. Be aware of legal precedents and actions in athletic coaching regarding sexual harassment. 13. Be aware of legal precedents and actions in athletic coaching regarding assault/battery. 14. Demonstrate an understanding of the characteristics of student athletes regarding normative differences in

chronological age. 15. Demonstrate an understanding of the characteristics of student athletes regarding maturational

differences. 16. Demonstrate an understanding of the characteristics of student athletes regarding readiness to learn. 17. Demonstrate an understanding of the characteristics of student athletes regarding readiness to train. 18. Demonstrate an understanding of the characteristics of student athletes regarding readiness to compete. 19. Distinguish the experiences appropriate for student athletes at various stages of growth and development. 20. Determine individualized, age-appropriate, non-injurious training methods for student athletes. 21. Understand the psychological aspects of athletic coaching. 22. Identify instructional and humanistic coaching skills which assist student athletes to develop appropriate

self-perceptions. 23. Identify instructional and humanistic coaching skills which enhance appropriate and constructive peer

interactions. 24. Demonstrate the ability to recognize and take appropriate action in the event of problems among student

athletes related to deficits in academic performance. 25. Demonstrate the ability to recognize and take appropriate action in the event of problems among student

athletes related to inappropriate behaviors/appropriate corrective measures. 26. Demonstrate the ability to recognize and take appropriate action in the event of problems among student

athletes related to inability to get along with others.

27. Demonstrate the ability to recognize and take appropriate action in the event of problems among student

athletes related to inappropriate behaviors occurring outside the athletic context. 28. Demonstrate the ability to recognize and take appropriate action in the event of problems among student

athletes related to substance abuse. 29. Demonstrate the ability to recognize and take appropriate action in the event of problems among student

athletes related to depression. 30. Demonstrate the ability to recognize and take appropriate action in the event of problems among student

athletes related to burnout. 31. Demonstrate the ability to recognize and take appropriate action in the event of problems among student

athletes related to child abuse. 32. Demonstrate the ability to recognize and take appropriate action in the event of problems among student

athletes related to suicidal tendencies. 33. Demonstrate proficiency in the use of appropriate motivational techniques for student athletes. 34. Demonstrate awareness of visualization as a performance enhancement technique. 35. Demonstration of awareness of stress reduction and relaxation as a performance enhancement technique. 36. Demonstration of awareness of attention focus as a performance enhancement technique. 37. Identify appropriate techniques for use in monitoring personal emotional self-control in all athletic

coaching situations. 38. Determine personal physical and emotional status of well-being as an athletic coach. 39. Demonstrate understanding of effective interpersonal communication with athletes, parents, other

coaches, administrators, other members of the school community, the media, and the public at large. 40. Identify suitable and available professional resources for athletic counseling. 41. Demonstrate current knowledge of normal human anatomical features and abnormal deviations. 42. Identify knowledge of biomechanical principles appropriate to athletic coaching 43. Demonstrate understanding of the principles of physics that form the basis of skills acquisition. 44. Demonstrate knowledge of biomechanical concepts as applied in athletic coaching. 45. Demonstrate understanding of exercise physiology as it relates to athletic coaching. 46. Demonstrate understanding of training programs for sport and the ability to implement appropriate

programs. 47. Demonstrate knowledge of the effects of such environmental conditions as temperature, humidity,

lighting, etc. and their effects on training and learning. 48. Demonstrate understanding of body composition factors related to athletic performance. 49. Demonstrate understanding of body weight as related to athletic performance. 50. Demonstrate understanding of percentage of body fat as related to athletic conditioning. 51. Demonstrate knowledge of theoretical principles and strategies for successful athletic coaching. 52. Demonstrate an understanding of managerial skills in the use of equipment, facilities, and the deployment

of personnel. 53. Demonstrate the ability to manage a budget. 54. Demonstrate knowledge of program evaluation. 55. Demonstrate knowledge of personnel evaluation. 56. Demonstrate ethical behaviors and decision-making in personal relations with others. 57. Demonstrate knowledge of sound instructional strategies in coaching. 58. Demonstrate ability to formulate an appropriate program philosophy, goals, and objectives. 59. Demonstrate the ability to plan content, develop procedures, and use instructional resources

appropriately. 60. Demonstrate the ability to coach an athletic activity successfully. 61. Demonstrate the ability to evaluate and re-evaluate students. 62. Demonstrate the ability to evaluate program effectiveness. 63. Demonstrate the ability to give and receive constructive feedback. 64. Demonstrate the ability to redesign programs as appropriate.


demonstration, role-playing and simulations, observations, discussion, review of appropriate media and

materials, and brief quizzes.


FOLLOW-UP:

1. Participant oral reflection. 2. Participant written reflections. 3. Participant portfolio. 4. Participant product. 5. Direct observation



instructor or a designated supervisor. 3. Complete pre- and post-tests on the elements and principles of coaching theory. 4. Pass the post-test with 80% accuracy and demonstrate increased competency on 80% of the specific




COMPONENT NUMBER: 2013883 COMPONENT TITLE: PDA-ESE: Differentiating Reading Instruction for Students

(Add-On) DATA ELEMENTS: Primary Purpose (PP) C Delivery Method (DM) A Evaluation F Follow-up Method (FM) O MAXIMUM POINT VALUE: 60

SCOPE: All Personnel GENERAL OBJECTIVES: The objectives of this component are to provide an opportunity for participants to learn the foundations of differentiation and apply principles of differentiation to instruction by acquiring knowledge of effective, research-based instructional methodology to prevent reading difficulties and promote acceleration of reading progress for struggling students, including students with disabilities and from diverse populations. SPECIFIC OBJECTIVES:





5. Identify common difficulties in development of each of the major reading components. 6. Understand specific appropriate reading instructional accommodations for students with exceptional

needs and LEP students. 7. Identify principles of differentiating instruction for all students in mainstream classes, including students

with disabilities in reading, and LEP students. 8. Identify strategies effective and more skilled readers use for word recognition and comprehension in

contrast to those strategies used by beginning and/or struggling readers. 9. Select appropriate materials that address cultural and linguistic differences. 10. Identify structures and procedures for monitoring student reading progress. 11. Apply knowledge of scientifically based reading research in each of the major reading components as it

applies to reading instruction (phonemic awareness, phonics, vocabulary, fluency, comprehension). 12. Apply research-based practices and materials for preventing and accelerating both language and literacy

development. 13. Identify techniques for scaffolding instruction for children having difficulty in each of the five major

components of reading growth. 14. Apply research-based instructional practices for developing students’ phonemic awareness.

15. Apply research-based instructional practices for developing students’ phonics skills and word

recognition. 16. Apply research-based instructional practices for developing students’ reading fluency, automaticity, and

reading endurance. 17. Apply research-based instructional practices for developing both general and specialized content area

vocabulary. 18. Apply research-based instructional practices for developing students’ critical thinking skills. 19. Apply research-based instructional practices for facilitating reading comprehension. 20. Apply knowledge of language to instruction in working with LEP students that are at different levels of

oral proficiency. 21. Identify instructional strategies to facilitate students’ metacognitive skills in reading. 22. Identify reliable and valid assessment procedures to validate instructional applications. 23. Identify and set goals for instruction and student learning based on assessment results to monitor student

progress.

SPECIFIC ACTIVITIES: Participants will achieve mastery of the objectives by participating in group meetings with a qualified facilitator and completing the online module, in its entirety, which includes the following directed activities, referenced within the module, and appropriate to the various areas of content:

1. Review all module content and related professional articles, and participate in group discussion and activities related to the content.


3. Complete an initial teacher self-assessment, reflection and action plan. 4. Complete a final teacher self-assessment, reflection and action plan. 5. Complete a classroom-based action research investigation and case study examining phonemic


6. Complete a classroom-based action research investigation and case study on assessing and building fluency.

7. Complete a classroom-based action research investigation and case study on explicit vocabulary instruction.








MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2015530 COMPONENT TITLE: Methods In Environmental Education: Water Issues MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: To give K-12 teachers, resource teachers, supervisors and others knowledge about water resource and water management issues in order to help them identify water resource and water management issues.



COMPONENT NUMBER: 2100563 COMPONENT TITLE: Special Needs Students in Vocational Classrooms MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to assist employed technical, vocational, and adult education instructors teaching in non-degree programs to acquire professional competencies needed to plan, organize, deliver, and manage effective instruction to special needs students. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Describe the audience for whom the instruction is intended. 2. Identify the needs of special population members. 3. Implement changes to improve teaching skills and techniques. 4. Assess his/her organizational effectiveness. 5. Create a positive learning environment. 6. Sequence instruction for efficient learning. 7. Recognize the individuality of the learner. 8. Plan for effective instructional. 9. Communicate effectively (oral and written). 10. Develop lesson plans for group-oriented learning activities. 11. Select, adapt, and develop printed learning activities. 12. Determine instructional resources needed for the program. 13. Provide a reading list of references. 14. Select appropriate media materials. 15. Modify curriculum, methods, facility, and equipment to meet the individual needs of the students with

learning differences. 16. Implement guidelines to ease the anxiety that the adult learner feels about evaluation. 17. Develop an evaluation that provides an accurate and reliable assessment of the expected learning. 18. Identify appropriate teaching situations in which teaching strategies may be applied. 19. List three solutions to problems or concerns related to implementation of common procedures. 20. Match the characteristics and needs of specific exceptionalities. 21. List four key components for the design of materials or activities. 22. Identify techniques which assist in peer acceptance of differences. 23. List target life skills that need to be taught to special needs students based on individual needs. 24. Describe at least two adaptive devices which can be used with the computer to meet the needs of disabled students. 25. Identify specific feedback methods that will optimize achievement. 26. Develop advance planners for specific topics. 27. Develop teaching methods to match a variety of learning styles. 28. Identify alternative test-taking techniques to meet the needs of special needs students. 29. Identify three memory techniques. 30. Identify school and community resources that may be used to assist with the teaching of special needs

students. 31. Describe the ADA (Americans with Disabilities Act) as it applies to students in the vocational classroom.


1. Lectures. 2. Guided discussions. 3. Demonstrations by participants. 4. Videos. 5. Review of literature. 6. Observations.


1. Demonstrate increased competency in at least 80% of the objectives as determined by a pre-measured evaluation instrument, in compliance with Florida Statute 231.608(1) and SRB 6A-5.971(5).

2. Complete an evaluation of the effectiveness of both the component and consultant, using Professional Development form SDP-03.

IMPLEMENTATION DATE: November 21, 1996


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2100802 COMPONENT TITLE: Communication Skills MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: Participant will learn strategies for motivating and encouraging cooperation of paraprofessionals. Demonstration of this knowledge will improve communication with parents, aides, co-workers, and community agencies.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2100810 COMPONENT TITLE: Precision Teaching MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participants will learn techniques of Precision Teaching and the scientific principle on which these are based. This knowledge will be demonstrated through the use of precision teaching techniques in the classroom. (Ref: Florida Statutes 231.17 (2) 4 and SBER 231.17 (3) and 236.0811)


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2100813 COMPONENT TITLE: Student Communication Skills MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will learn the use of appropriate systems for communications with the student (i.e. Blissymbolics, sign language, lip reading, total communication, and communication devices). Demonstration of this knowledge will increase communication with the students. (Ref> Florida Statutes 236.0811)


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2100816 COMPONENT TITLE: The Exceptional Student in the Regular Classroom MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will increase awareness of the legal mandates for education of the handicapped according to P.L. 94-142 (I.D.E.A.) and “mainstreaming” as it applies to local school districts. Participants will demonstrate this knowledge by developing the concept of “mainstreaming” and its application to the exceptional student. (Ref: Florida Statutes 231.17 (2) 4)


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2100824 COMPONENT TITLE: Restructuring Exceptional Student Education Services: Strategies for Inclusion MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: Participants will demonstrate knowledge of the movement toward the inclusion of students with disabilities in Florida schools and will explore strategies and techniques to facilitate the development of inclusive schools.



COMPONENT NUMBER: 2100829 COMPONENT TITLE: Instructional Strategies for Exceptional Students I - Varying Exceptionalities MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in instructional strategies for exceptional students, including those who are emotionally handicapped; specific learning disabled; or educable, trainable or profoundly handicapped. These strategies emphasize, as appropriate, developmental programming; development, implementation, and evaluation of individual educational plans; teaching basic skills and adaptation of curriculum and materials; special approaches to teaching functional skills; motivation strategies; and data-based management. SPECIFIC OBJECTIVES: Upon completion of the component, the participant will be able to:

1. Identify students’ entering behaviors including strengths and weaknesses. (VE 16-4) 2. Select appropriate specialized techniques based on information from the student records, assessments,

and modality strengths. (SLD 13-1), (VE 11-1), (VE 12-1), (VE 12-3) 3. Describe ongoing assessment measures of student’s performance that are used as a basis for making

instructional decisions. (SLD 13-1), (SLD 3-9), (VE 11-2), (VE 11-3), (VE 13-11) 4. Explain the need for and demonstrate the ability to use high-low cognitive level questions. (EH 11-2),

(MH 12-6), (VE 13-5) 5. Use tasks analysis to determine necessary prerequisites. (MH 12-1, (VE 12-1) 6. Discuss instructional technology as an integrated part of instruction. 7. Select assignments which yield high rates of success for students. 8. Explain how to combine guided practice, semi-independent practice, and independent practice. (EH

11-6), (MH 12-5), (VE 13-4) 9. Maximize teaching effectiveness through communication of goals, organization of materials, and

pacing of instructional presentation. (MH 10-6) 10. Develop lesson plans which include long term and short term objectives, activities, transitions,

materials, and instructional and evaluation strategies. 11. Specify lesson review and re-teaching opportunities. (EH 11-16), (MH 12-9) 12. Describe support systems available for working with children and youth with disabilities. (MH 15-3) 13. Identify and apply effective communication teams and collaborative/consultative techniques with

administrators, regular education teachers, multi-disciplinary personnel, children and youth, parents, agencies, community members, and other professionals. Explain benefits of home/school collaboration to enhance student performance. (MH 15-1), (MH 15-2), (MH 15-3), (SLD 16-2), (SLD 16-3), (VE 11-1), (VE 17-8, 9, 10, 11)

14. Specify and develop a plan for the effective utilization and supervision of paraprofessionals and volunteers. (EH 11-14), (MH 15-1), (VE 13-8)

15. Design and explain a sample physical classroom layout for a full continuum of service delivery models,

for children and youth with multiple handicaps. (EH 1-6), (MH 10-6), (VE 15-1) 16. Organize and schedule classroom time to accommodate support services scheduled for individuals and

groups. (EH 11-8), (MH 15-1), (MH 11-15), (VE 13-9), (VE 13-1) 17. Identify essential elements of record keeping to monitor and document student progress. (EH 11-17),

(EH 12-1), (SLD 3-9), (SLD 13-1), (VE 11-2), (VE 17-10), (VE 13-11) 18. Discuss and demonstrate instructional techniques (i.e., modeling, role-playing, rehearsal, and feedback)

for teaching specific social-personal skills. (MH 10-5), (SLD 9-1), (SLD 9-2) 19. Discuss techniques that can be used to develop and enhance self-concept of children and youth with

exceptionalities. (SLD 9-1), (SLD 9-2), (VE 13-2) 20. Discuss techniques to establish and maintain rapport with learner. (EH 11-9), (MH 15-3), (VE 17-9) 21. Explain how to employ motivational strategies and techniques and reinforce academic achievement and

employability skills. (EH 11-9), (EH 15-21) 22. Discuss critical characteristics in providing adequate feedback to learners. (MH 10-6) 23. Facilitate improvement in learner attitudes, behavior, and academic achievement through the use of

cooperative learning. (EH 11-13) 24. Identify and demonstrate instructional strategies which foster success for children and youth with

disabilities, including: a) Demonstrate how to plan, implement, and evaluate direct instruction. b) Implement written and verbal fluency building procedures which increase student proficiency with

academic skills. c) Demonstrate effective teaching principles and specialized approaches and materials. d) Select and adapt instructional strategies to implement behavior and academic activities, altering

techniques as appropriate. (SLD 14-1), (SLD 14-2), (EH 11-7) e) Explain and demonstrate how to utilize activities designed for large groups, small groups, and

individuals. (EH 11-6), (VE 11-7) 25. Identify and discuss the basic components of Cooperative Consultation and examine the benefits for

children and youth with disabilities. (VE 13-6), (EH 11-13), (MH 12-7) 26. Identify and utilize specialized teaching techniques and technology to address individual learning styles

and modalities. (EH 11-6), (SLD 10-1), (SLD 10-2), (SLD 12-1), (VE 11-5) 27. Explain objectives and methods of supportive and remedial strategies. (VE 13-10) 28. Identify basic instructional approaches for content areas and develop a variety of learning activities for

students at varying levels. (EH 11-10), (MH 12-4), (VE 13-3) 29. Identify and explain systematic generalization procedures for transferring improvements in student

academic and behavioral performance to mainstream setting. 30. Identify appropriate activities to support cultural diversity. 31. Explain the rationale for teaching vocational and employability skills. (MH 10-2), (SLD 11-2) 32. Identify and apply essential elements of data and current research-based effective teaching practices

(including consultation with children and youth). (EH 11-1), (SLD 13-1) 33. Demonstrate how to teach students techniques for using verbal and non-verbal communication more

effectively. (MH 15-2)





Learning activities in which student-colleagues will participate during the delivery of this component include: • Listen to mini-lectures • Brainstorm • Write portfolios entries/reflections • Review resources for support services • Participate in small group discussions/ • Participate in role plays activities • Interview a paraprofessional or volunteer • Complete assigned readings • Participate in a simulation • View videos • Practice charting of Precision Teaching • Do out of class assignments • Participate in a decision-making activity • Observe/participate in a demonstration • Develop a lesson plan • Formulate alternative student • Listen to guest presenters assignments EVALUATION: To the satisfaction of the consultant, each individual will:


assessment or by other valid means of measurement in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5).




COMPONENT NUMBER: 2100830 COMPONENT TITLE: Instructional Strategies for Exceptional Students II- Varying Exceptionalities MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in instructional strategies for exceptional students, including those who are emotionally handicapped; specific learning disabled; or educable, trainable, or profoundly handicapped. These strategies emphasize, as appropriate, developmental programming; development, implementation, and evaluation of individual educational plans; teaching basic skills and adaptation of curriculum and materials; special approaches to teaching functional skills; motivational strategies; and data-based management. Exceptional Student Education Florida Alternatives Training Module Completing Requirements

SPECIFIC OBJECTIVES: Upon completion of the component, the participant will be able to:

1. Demonstrate and refine use of techniques which foster success for children and youth with emotional disabilities and learning disabilities.

2. Demonstrate appropriate activities to support cultural diversity. 3. Describe alternative communication and assertive/adaptive devices. 4. Develop an awareness of the steps of communication development, alternative forms for communication,

and collaborative efforts, including goals of communication skills; developing functional skills; types of communication systems, i.e., speech, sign, gesture; collaboration with speech/language pathologists. (MH 15-2)

5. Describe the rational for teaching social/leisure skills, and of appropriate skills to be developed at each level, including purpose for providing instruction in this area, and activities for school and community.

6. Develop activities for elementary and secondary students in the prevocational and vocational areas, including community based instruction, vocational placements in school and community settings, age appropriate activities. (SLD 11-2, 11-2)

7. Develop a program to teach activities of daily living, stressing instruction in naturalistic settings, including grooming, food preparation, and household jobs.

8. Develop instructional strategies to enhance cognitive skills which emphasize functional skills, individualized instruction, and utilize learning centers.

9. Plan motor development activities, including fine and gross motor skills and collaboration with OT/PT. 10. Demonstrate appropriate activities to support cultural diversity.






Learning activities in which student-colleagues will participate during the delivery of this component include: •Listen to mini-lectures •Brainstorm •Write portfolio entries/reflections •Review resources for support services •Participate in small group discussions/ •Participate in decision-making activity activities •Participate in role plays •Complete assigned readings •Interview a paraprofessional or volunteer •View videos •Formulate alternative student assignments •Do out of class assignments •Participate in a simulation •Observe/participate in a •Practice charting of Precision demonstration •Develop a lesson plan •Listen to guest presenters EVALUATION: To the satisfaction of the consultant, each individual will:






COMPONENT NUMBER: 2100842 COMPONENT TITLE: Instructional Strategies for Exceptional Students I - Emotionally Handicapped MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in instructional strategies for exceptional students, including those who are emotionally handicapped; specific learning disabled; or educable, trainable or profoundly handicapped. These strategies emphasize, as appropriate, developmental programming, development, implementation, and evaluation of individual educational plans; teaching basic skills and adaptation of curriculum and materials; special approaches to teaching functional skills; motivation strategies; and data-based management. SPECIFIC OBJECTIVES: Upon completion of the component, the participant will be able to:



instructional decisions. (SLD 13-1), (SLD 3-9), (VE 11-2), (VE 11-3), (VE 13-11) 4. Explain the need for and demonstrate the ability to use high-low cognitive level questions. (EH 11-

2), (MH 12-6), (VE 13-5) 5. Use tasks analysis to determine necessary prerequisites. (MH 12-1, (VE 12-1) 6. Discuss instructional technology as an integrated part of instruction. 7. Select assignments which yield high rates of success for students. 8. Explain how to combine guided practice, semi-independent practice, and independent practice. (EH






15. Design and explain a sample physical classroom layout for a full continuum of service delivery models, for children and youth with multiple handicaps. (EH 1-6), (MH 10-6), (VE 15-1)

16. Organize and schedule classroom time to accommodate support services scheduled for individuals and groups. (EH 11-8), (MH 15-1), (MH 11-15), (VE 13-9), (VE 13-1)

17. Identify essential elements of record keeping to monitor and document student progress. (EH 11-17),

(EH 12-1), (SLD 3-9), (SLD 13-1), (VE 11-2), (VE 17-10), (VE 13-11) 18. Discuss and demonstrate instructional techniques (i.e., modeling, role-playing, rehearsal, and

feedback) for teaching specific social-personal skills. (MH 10-5), (SLD 9-1), (SLD 9-2) 19. Discuss techniques that can be used to develop and enhance self-concept of children and youth with

exceptionalities. (SLD 9-1), (SLD 9-2), (VE 13-2) 20. Discuss techniques to establish and maintain rapport with learner. (EH 11-9), (MH 15-3), (VE 17-9) 21. Explain how to employ motivational strategies and techniques and reinforce academic achievement

and employability skills. (EH 11-9), (EH 15-21) 22. Discuss critical characteristics in providing adequate feedback to learners. (MH 10-6) 23. Facilitate improvement in learner attitudes, behavior, and academic achievement through the use of


disabilities, including: a) Demonstrate how to plan, implement, and evaluate direct instruction. b) Implement written and verbal fluency building procedures which increase student proficiency

with academic skills. c) Demonstrate effective teaching principles and specialized approaches and materials. d) Select and adapt instructional strategies to implement behavior and academic activities, altering



children and youth with disabilities. (VE 13-6), (EH 11-13), (MH 12-7) 26. Identify and utilize specialized teaching techniques and technology to address individual learning

styles and modalities. (EH 11-6), (SLD 10-1), (SLD 10-2), (SLD 12-1), (VE 11-5) 27. Explain objectives and methods of supportive and remedial strategies. (VE 13-10) 28. Identify basic instructional approaches for content areas and develop a variety of learning activities

for students at varying levels. (EH 11-10), (MH 12-4), (VE 13-3) 29. Identify and explain systematic generalization procedures for transferring improvements in student



effectively. (MH 15-2) SPECIFIC ACTIVITIES: A detailed description of all component activities can be found in the Florida Alternatives\Nature and Needs of Exceptional Students: Instructor’s Manual, developed through the Alternative Training Initiative Project coordinated by FDLRS/South, under the auspices of the Florida Department of Education, Division of Public Schools, Bureau of Education for Exceptional Students, and Division of Human Resources Development, Bureau of Teacher Education. A copy of this Instructor’s Manual and a Student-Colleague’s Resource Book may be obtained from:





1. Complete assigned activities. 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and

post- assessment or by other valid means of measurement in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5).



COMPONENT NUMBER: 2100843 COMPONENT TITLE: Instructional Strategies for Exceptional Students II- Mentally Handicapped MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in instructional strategies for exceptional students, including those who are emotionally handicapped; specific learning disabled; or educable, trainable, or profoundly handicapped. These strategies emphasize, as appropriate, developmental programming; development, implementation, and evaluation of individual educational plans; teaching basic skills and adaptation of curriculum and materials; special approaches to teaching functional skills; motivational strategies; and data-based management. Exceptional Student Education Florida Alternatives Training Module Completing Requirements SPECIFIC OBJECTIVES: Upon completion of the component, the participant will be able to:


2. Demonstrate appropriate activities to support cultural diversity. 3. Describe alternative communication and assertive/adaptive devices. 4. Develop an awareness of the steps of communication development, alternative forms for

communication, and collaborative efforts, including goals of communication skills; developing functional skills; types of communication systems, i.e., speech, sign, gesture; collaboration with speech/language pathologists. (MH 15-2)






SPECIFIC ACTIVITIES: A detailed description of all component activities can be found in the Florida Alternatives/Nature and Needs of Exceptional Students: Instructor’s Manual, developed through the Alternative Training Initiative Project coordinated by FDLRS/South, under the auspices of the Florida Department of Education, Division of Public Schools, Bureau of Education for Exceptional Students, and Division of Human Resources Development,




Learning activities in which student-colleagues will participate during the delivery of this component include: •Listen to mini-lectures •Brainstorm •Write portfolio entries/reflections •Review resources for support services •Participate in small group discussions/ •Participante in decision-making activity activities •Participate in role plays •Complete assigned readings •Interview a paraprofessional or volunteer •View videos •Fomulate alternative student assignments •Do out of class assignments •Participate in a simulation •Observe/participate in a •Practice charting of Precision demonstration •Develop a lesson plan •Listen to guest presenters EVALUATION: To the satisfaction of the consultant, each individual will:






COMPONENT NUMBER: 2100850 COMPONENT TITLE: Instructional Strategies For Exceptional Students I - Emotionally Handicapped MAXIMUM POINT VALUE: 60 SCOPE: Teachers

GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in instructional strategies for exceptional students, including those who are emotionally handicapped; specific learning disabled; or educable, trainable or profoundly handicapped. These strategies emphasize, as appropriate, developmental programming; development, implementation, and evaluation of individual educational plans; teaching basic skills and adaptation of curriculum and materials; special approaches to teaching functional skills; motivation strategies; and data-based management. SPECIFIC OBJECTIVES: Upon completion of the component, the participant will be able to:




(MH 12-6), (VE 13-5) 5. Use tasks analysis to determine necessary prerequisites. (MH 12-1, (VE 12-1) 6. Discuss instructional technology as an integrated part of instruction. 7. Select assignment which yield high rates of success for students. 8. Explain how to combine guided practice, semi-independent practice, and independent practice. (EH 11-

6), (MH 12-5), (VE 13-4) 9. Maximize teaching effectiveness through communication of goals, organization of materials, and pacing

of instructional presentation. (MH 10-6) 10. Develop lesson plans which include long term and short term objectives, activities, transitions, materials,

and instructional and evaluation strategies. 11. Specify lesson review and re-teaching opportunities. (EH 11-16), (MH 12-9) 12. Describe support systems available for working with children and youth with disabilities. (MH 15-3) 13. Identify and apply effective communication teams and collaborative/consultative techniques with

administrators, regular education teachers, multi-disciplinary personnel, children and youth, parents, agencies, community members, and other professionals. Explain benefits of home/school collaboration to enhance student erformance. (MH 15-1), (MH 15-2), (MH 15-3), (SLD 16-2), (SLD 16-3), (VE 11-1), (VE 17-8, 9, 10, 11)



16. Organize and schedule classroom time to accommodate support services scheduled for individuals and







disabilities, including: a. Demonstrate how to plan, implement, and evaluate direct instruction. b. Implement written and verbal fluency building procedures which increase student proficiency

with academic skills. c. Demonstrate effective teaching principles and specialized approaches and materials. d. Select and adapt instructional strategies to implement behavior and academic activities, altering

techniques as appropriate. (SLD 14-1), (SLD 14-2), (EH 11-7) e. Explain and demonstrate how to utilize activities designed for large groups, small groups, and













Learning activities in which student-colleagues will participate during the delivery of this component include: Listen to mini-lectures • Brainstorm • Write portfolios entries/reflections • Review resources for support services • Participate in small group discussions/ • Participate in role plays activities • Interview a paraprofessional or volunteer • Complete assigned readings • Participate in a simulation • View videos • Practice charting of Precision Teaching • Do out of class assignments • Participate in a decision-making activity • Observe/participate in a demonstration • Develop a lesson plan • Formulate alternative student • Listen to guest presenters assignments EVALUATION: To the satisfaction of the consultant, each individual will:






COMPONENT NUMBER: 2100851 COMPONENT TITLE: Instructional Strategies for Exceptional Students II - Emotionally Handicapped MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in instructional strategies for exceptional students, including those who are emotionally handicapped; specific learning disabled; or educable, trainable, or profoundly handicapped. These strategies emphasize, as appropriate, developmental programming; development, implementation, and evaluation of individual educational plans; teaching basic skills and adaptation of curriculum and materials; special approaches to teaching functional skills; motivational strategies; and data-based management.

Exceptional Student Education Florida Alternatives Training Module Completing Requirements


1. Demonstrate and refine use of techniques which foster success for children and youth withemotional disabilities and learning disabilities.


communication, and collaborative efforts, including goals of communication skills; developing functional skills; types of communication systems, i.e., speech, sign, gesture; collaboration withspeech/language pathologists. (MH 15-2)





10. Plan motor development activities, including fine and gross motor skills and collaboration with OT/PT.

11. Demonstrate appropriate activities to support cultural diversity.








post-assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5).




COMPONENT NUMBER: 2100866 COMPONENT TITLE: Instructional Strategies for Exceptional Students I - Specific Learning Disabled MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in instructional strategies for exceptional students, including those who are emotionally handicapped; specific learning disabled; or educable, trainable or profoundly handicapped. These strategies emphasize, as appropriate, developmental programming; development, implementation, and evaluation of individual educational plans; teaching basic skills and adaptation of curriculum and materials; special approaches to teaching functional skills; motivation strategies; and data-based management. SPECIFIC OBJECTIVES: Upon completion of the component, the participant will be able to:

1. Identify students’ entering behaviors including strengths and weaknesses. (VE 16-4) 2. Select appropriate specialized techniques based on information from the student records,

assessments, and modality strengths. (SLD 13-1), (VE 11-1), (VE 12-1), (VE 12-3) 3. Describe ongoing assessment measures of student’s performance that are used as a basis for making





materials, and instructional and evaluation strategies. 11. Specify lesson review and re-teaching opportunities. (EH 11-16), (MH 12-9) 12. Describe support systems available for working with children and youth with disabilities. (MH 15-

3) 13. Identify and apply effective communication teams and collaborative/consultative techniques with





17. Identify essential elements of record keeping to monitor and document student progress. (EH 11-

17), (EH 12-1), (SLD 3-9), (SLD 13-1), (VE 11-2), (VE 17-10), (VE 13-11) 18. Discuss and demonstrate instructional techniques (i.e., modeling, role-playing, rehearsal, and


exceptionalities. (SLD 9-1), (SLD 9-2), (VE 13-2) 20. Discuss techniques to establish and maintain rapport with learner. (EH 11-9), (MH 15-3), (VE 17-

9) 21. Explain how to employ motivational strategies and techniques and reinforce academic achievement



disabilities, including: a) Demonstrate how to plan, implement, and evaluate direct instruction. b) Implement written and verbal fluency building procedures which increase student

proficiency with academic skills. c) Demonstrate effective teaching principles and specialized approaches and materials. d) Select and adapt instructional strategies to implement behavior and academic activities,

altering techniques as appropriate. (SLD 14-1), (SLD 14-2), (EH 11-7) e) Explain and demonstrate how to utilize activities designed for large groups, small groups,

and individuals. (EH 11-6), (VE 11-7) 25. Identify and discuss the basic components of Cooperative Consultation and examine the benefits

for children and youth with disabilities. (VE 13-6), (EH 11-13), (MH 12-7) 26. Identify and utilize specialized teaching techniques and technology to address individual learning




(including consultation with children and youth). (EH 11-1), (SLD 13-1) 33. Demonstrate how to teach students techniques for using verbal and non-verbal communication

more effectively. (MH 15-2)






MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2100867 COMPONENT TITLE: Instructional Strategies for Exceptional Students II- Specific Learning Disabled MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in instructional strategies for exceptional students, including those who are emotionally handicapped; specific learning disabled; or educable, trainable, or profoundly handicapped. These strategies emphasize, as appropriate, developmental programming; development, implementation, and evaluation of individual educational plans; teaching basic skills and adaptation of curriculum and materials; special approaches to teaching functional skills; motivational strategies; and data-based management.



1. Demonstrate and refine use of techniques which fosters success for children and youth with emotional disabilities and learning disabilities.










COMPONENT NUMBER: 2100874 COMPONENT TITLE: Guidance and Counseling for the Gifted (Add-On)



GENERAL OBJECTIVES: The objectives of this component are to enable participants to demonstrate knowledge of and skills in guidance and counseling of students who are gifted to include motivation, self-image, intra- and inter-personal skills, career options, emotional and social needs, and communication strategies for the teacher. SPECIFIC OBJECTIVES: At the conclusion of the component, participants will be able to:

1. Identify common attitudes, biases, and preconceived expectations held about gifted children by teachers,

parents, age-related peers, and throughout American Society. 2. Identify multiple ways attitudes and myths affect the everyday lives of gifted children, and impact

educational services available to them. 3. Identify at least five current definitions of giftedness. Note the impact each definition has in school, home,

and society at large. 4. Attain a developmental understanding of gifted individuals across the life span from infancy to adulthood

incorporating a holistic perspective. 5. Describe how the interaction between the environment and innate capabilities affects productivity

throughout life. 6. Understand the inner experience of children who are gifted. 7. Become familiar with Dabrowski’s Theory of Positive Disintegration and the importance of Developmental

Potential and over-excitabilities. 8. Become cognizant of personality variables that affect the social and emotional well-being of gifted children. 9. Understand strengths and vulnerabilities of a gifted individual that originates from within the self. 10. Understand vulnerabilities that are due to another’s reaction to giftedness. 11. Understand vulnerabilities that are due to a specific circumstance. 12. Realize that, by definition, a person who has an I.Q. four or more standard deviations above the norm will

have greater difficulty finding peers and will be misunderstood by others. 13. Recognize that a person with an I.Q. four or more standard deviations above the norm is as holistically

different from the norm as a person with an I.Q. four or more standard deviations below the norm is holistically different from the norm.



16. Realize the need for additional or different assessment tools to identify special population students. 17. Learn how to recognize, understand, and support gifted children with multiple differences. 18. Identify risk factors and resiliency as related to students who are gifted. 19. Enumerate what you can do as a teacher to help students at risk. 20. List symptoms in children and adults of addiction and physical or sexual abuse.

21. Read Templeton National Report on Acceleration: A nation deceived: How schools hold back America’s

brightest students. 22. Understand two categories of acceleration—grade based and subject based and list 18 acceleration options. 23. Recognize home-schooling as a positive option for some gifted students and families. 24. Be aware of myths, fears, and expectations of teachers and administrators that hold back students and the

research that responds to these concerns. 25. Understand the need for supportive services for gifted individuals due to the complexity and sensitivity of

their nature. 26. Recognize that a counselor, therapist or psychologist must be amply educated in the gifted field so not to

misdiagnose common characteristics of gifted individuals as pathology. 27. Realize counseling provides empathy and partnership in times of need. 28. Identify activities and resources to assist K-12 students who are gifted in planning for further education,

career, or life choices. 29. Recognize that guidance and career counseling support gifted individuals in decision-making for positive

life choices. 30. Help students develop social skills and inspire leadership. 31. Support gifted children’s experience of global interconnectedness and personal responsibility to take action. 32. Realize that a primary need in life is to belong. 33. Help gifted children to understand that their profound sensitivity and empathy can be channeled to help

humankind. 34. Recognize that perceptivity, empathy, ethics, values, integrity, and leadership are related. 35. Acquire and refine the knowledge and skills needed to advocate for gifted learners. 36. Identify how parent, teacher, and educational advocates can positively affect gifted services and

programming. 37. Identify advocacy issues, needs, resources, educational laws, skills, and strategies. 38. Support the necessity of self-advocacy by gifted students. 39. Understand that gifted children naturally have unique needs that parents are challenged to address daily. 40. Recognize that parents of gifted children need guidance and support to respond suitably to additional needs

and demands. 41. Realize that parents of gifted children may experience isolation from other parents due to others’ lack of

understanding; societal expectation and myths; jealousy; competition,; and lack of acceptance that gifted children have special needs.


43. Understand distinguishing characteristics of emotional giftedness. 44. Become aware of characteristics of spiritual giftedness displayed in children. 45. Realize a person can be emotionally or spiritually gifted and not intellectually gifted, or intellectually

gifted and not emotionally or spiritually gifted.








COMPONENT NUMBER: 2100876 COMPONENT TITLE: Education of Special Populations of Gifted Students (Add-On)



GENERAL OBJECTIVES: The objectives of this component are to enable participants to demonstrate knowledge of and skills in educating special populations of gifted students, including student characteristics and programmatic adaptations of students who are minorities, underachievers, students who are gifted and disabled, experientially disadvantaged and highly gifted. SPECIFIC OBJECTIVES:

1. Examine the nature of giftedness in relation to multicultural principles and underserved populations. 2. Acquire knowledge of diversity focus of national standards in gifted education. 3. Justify the need to modify and differentiate the curriculum in terms of the needs of these special populations. 4. Examine personal cultural competencies. 5. Within the broad spectrum of giftedness in the general population, identify sub-groups and underserved

populations. 6. Understand the learning needs and challenges of diverse types of gifted students. 7. Identify the unique needs of gifted girls, culturally diverse, rural, disabled, underachieving, highly gifted,

young students, and disadvantaged gifted. 8. Examine challenges of finding gifted students from underserved populations. 9. Justify the need to modify and differentiate the curriculum in terms of the needs of these special populations. 10. Demonstrate knowledge of Plan B State Board of Education Rules, 6A-6.03019, Special Instructional

Programs for Students Who are Gifted. 11. Demonstrate knowledge of alternate assessments and non-traditional screening and evaluation appropriate

for use with students from special populations. 12. Match appropriate screening and identification procedures with the needs of the special populations. 13. Understand the impact of global diversity issues in education of gifted students from diverse ethnic

perspectives. 14. Examine the rights and perspectives of diverse ethnic religions of gifted students and first amendment

issues. 15. Identify the characteristics of specific ethnic groups of gifted students. 16. Develop an awareness of and demonstrate teaching strategies for addressing the needs of specific ethnic

groups. 17. Understand the characteristics and needs of linguistic minority gifted students. 18. Appreciate and incorporate the cultural and linguistic perspectives of gifted students who are bilingual or

multilingual into curriculum. 19. Examine policies and procedures for working with gifted LEP (Limited English Proficient) or ELL (English

Language Learners) students. 20. Examine ways to identify high potential linguistic minority students. 21. Identify strategies to effectively work with linguistically diverse gifted students and those who are classified

as LEP or as ELL students.

22. Examine the impact of cultural, ethical, and educational norms and expectations on underachievement in

gifted students. 23. Understand the individual characteristics, attitudes, and circumstances that can affect the achievement of

the gifted student from diverse populations. 24. Explore ways to identify gifted students from special populations who are unsuccessful in school, examine

the characteristics and needs of these students, and identify strategies to assist these students. 25. Clarify and define diverse types of twice-exceptional gifted students. 26. Demonstrate knowledge, characteristics, and needs of students who are both gifted and hearing

impaired/deaf, visually impaired/blind, and orthopedically disabled. 27. Identify the reasons that gifted students with disabilities are underrepresented in gifted programs. 28. Discuss strategies and programming needs for gifted students who are twice-exceptional. 29. Identify and describe ADD and ADHD and identify the differences and similarities between ADD/ADHD

and giftedness. 30. Identify Asperger’s syndrome, its occurrence in gifted students, and examine the characteristics and needs

of these students. 31. Discuss classroom strategies for creating a classroom supportive of gifted students with

behavioral/emotional disorders. 32. Define the different types of gifted learning disabled students and describe procedures for identifying a

gifted learning disabled student. 33. Understand program designs and identify and plan instructional strategies for teachers of gifted learning

disabled students. 34. Identify and describe low socio-economic status populations that are underserved. 35. Examine the nature of giftedness as masked by socioeconomic and educational disadvantages. 36. Identify inhibiting socioeconomic factors that have prevented services for low income gifted children who

have had inadequate learning opportunities. 37. Identify key research on identification of disadvantaged gifted students from underserved populations. 38. Examine alternative, contextual or process oriented forms of assessment as promising ways to identify low

income gifted students. 39. Examine methods and strategies that challenge the unique needs of disadvantaged gifted children. 40. Research promising programs and services for poor gifted children that would accommodate their unique

needs for skill-development, exposure to relevant experiences, mentoring opportunities, and access to resources in the community.



43. Examine concepts of age-appropriate development in relation to concepts of giftedness. 44. Understand the needs and characteristics of very young gifted students. 45. Examine ways to identify very young gifted students in early childhood education and support their

educational and personal needs. 46. Understand the needs and characteristics of highly gifted students. 47. Identify problems and challenges and present options for developing skills in highly gifted students. 48. Examine exemplary practices and programs for meeting the needs of the highly gifted student. 49. Examine gender stereotyping and prejudice that impacts gifted girls, boys; and lesbian, gay, bisexual,

transgender students. 50. Examine the impact of culture and ethnicity on gender expectations for gifted students from minority

groups. 51. Demonstrate knowledge of how gender issues can affect achievement and aspirations of gifted students and

explore the contribution of mentorship to their education. 52. Identify and describe criteria of effective programs. 53. Examine theories of giftedness in the socio-cultural perspective in relation to goals for gifted programs. 54. Identify instructional methods that accommodate the needs of special populations. 55. Identify key research on programs for special populations. 56. Communicate and consult with school personnel to evaluate effectiveness of programs in local

schools/districts.

EVALUATION:

To the satisfaction of the consultant, each individual will: 1. Demonstrate increased competency on 80% of the specific objectives of the component as determined by

pre/post testing or other valid methods/measures as determined by the instructor. 2. Complete all assigned activities. 3. Participate in discussions and exercises. 4. Demonstrate proficiency in a selected activity while being observed by designated personnel. 5. Complete an evaluation of the effectiveness of both the component and the consultant using Professional




COMPONENT NUMBER: 2100877 COMPONENT TITLE: PDA-ESE: Foundations of ESE (Add-On) DATA ELEMENTS: Primary Purpose (PP) C Delivery Method (DM) A Evaluation F Follow-up Method (FM) O MAXIMUM POINT VALUE: 60


GENERAL OBJECTIVES: The objectives of this component are to enable instructional personnel to develop, increase and demonstrate knowledge and skills regarding students with disabilities as related to state and federal legislation and case law, the identification of appropriate legal and ethical practices, a comprehensive understanding of the different disability categories and the provision of a successful learning environment, the components and team members of the individualized education process and effective methods of communication, models of support in the general education curriculum, and purposes of professional organizations. SPECIFIC OBJECTIVES: At the conclusion of this component, participants will be able to:

1. Identify the leaders in exceptional student education and explore the contributions made to ensure services and programs for all individuals with special needs.

2. Identify the legal cases that impacted mandates and established Best Practices surrounding exceptional student education.

3. Explain the history of federal policies involving special education and the amendments that enhanced implementation.

4. Analyze the societal prejudices that impact individual perspectives of individuals with disabilities. 5. Identify the six principles of the Individuals with Disabilities Education Act (IDEA) and their influence

on educating students with disabilities. 6. List examples of Best Practices based on the principles of the IDEA.

7. Review and prepare a response to the common myths related to inclusive education. 8. Define each disability category identified in IDEA and by the Florida Department of Education. 9. Compare and contrast the federal (IDEA) definitions with the state (Florida) definitions of each disability

category. 10. Articulate the educational implications for each of the IDEA- and Florida-identified disabilities. 11. Compare and contrast the development patterns of children with and without disabilities, for each specific

type of disability. 12. Identify and describe three related services for exceptional students. 13. Compare the curricular needs of students with mild disabilities to the needs of students with severe

disabilities. 14. Identify specific environmental accommodations necessary for students with sensory disabilities. 15. Compare the public perception of disabilities and people who have specific disabilities, with accurate

data. 16. Identify the individuals who are eligible for an IEP and the steps in the special education process that

occur prior to the initial development of an IEP.

17. Define and describe the purpose of the IEP document and the roles and responsibilities of required team

members, including the student. 18. Identify and describe all IEP components required by IDEA. 19. Identify and describe how the IEP placement is determined and describe the steps involved in the review

and revision of the IEP. 20. Identify and describe the process that occurs when consensus cannot be reached in development of the

IEP. 21. Identify and describe the steps required for re-evaluation of a student with a disability. 22. Define and describe the purpose of the Family Support Plan (FSP) document and identify the individuals

who are eligible for an FSP 23. Identify and describe all FSP components required by IDEA. 24. Identify strategies that educators can use to increase awareness of cultural diversity within the classroom.

25. Identify the role of the family in determining special education services. 26. Identify and describe national organizations that support services and instruction for students with

disabilities and their families. 27. Access Florida resources relevant to educating students with disabilities and their families. 28. Locate and visit local support groups, agencies, and organizations devoted to supporting students with

disabilities and their families. 29. Identify Internet links available for further information on educating students with disabilities.

SPECIFIC ACTIVITIES: Participants will achieve mastery of the objectives by completing the online module, in its entirety, which includes the following directed activities appropriate to the various areas of content and referenced within the module:

1. Review all module content, related professional articles and websites. Provide summaries as directed. 2. View related videotapes and power-point presentations. 3. Meet as a group to share challenges and successes, in person and via e-mail. 4. Complete multiple choice or true-false comprehension checks. 5. Review related State and Federal documents, and relevant court cases. Provide summaries as directed. 6. Create a timeline of important legal events in the history of Exceptional Student Education. 7. Document specified interview with educators. 8. Design Venn diagrams analyzing characteristics of students with disabilities. 9. Evaluate an IEP using appropriate checklist. 10. Review case studies, and complete questions as directed. 11. Develop parent-child development questionnaire. 12. Research specified local and national organizations.







COMPONENT NUMBER: 2100879 COMPONENT TITLE: PDA-ESE: Instructional Practices (Add-On) DATA ELEMENTS: Primary Purpose (PP) C Delivery Method (DM) A Evaluation F Follow-up Method (FM) O MAXIMUM POINT VALUE: 60

SCOPE: All Personnel GENERAL OBJECTIVES: The objectives of this component are to enable instructional personnel to develop, increase and demonstrate knowledge and skills in analyzing assessment information as it applies to the instructional environment and IEP content; selecting instructional practices which incorporate specific learning strategies and specialized materials to meet individual learner needs within the appropriate learning environment; Identifying instructional strategies to extend and maintain skills needs in real-life situations; selecting relevant general education and special skills curricula; identifying methods for providing appropriate accommodations and modifications within the instructional setting; identifying effective methods of communication, consultation, and collaboration; and, analyzing educational activities to assist in the development of accommodations and modifications that allow students with disabilities to participate in the general curriculum in a meaningful way. SPECIFIC OBJECTIVES: At the conclusion of this component, participants will be able to:

1. Demonstrate knowledge of the components of effective instructional planning. 2. Effectively apply the Sunshine State Standards and the Sunshine State Standards for Special

Diplomas where appropriate. 3. Identify and describe the elements of an effective lesson plan and their impact on students with

disabilities. 4. Identify the key principles, classroom elements and student characteristics that are a basis for

differentiation of instruction. 5. Acknowledge the potential barriers to effective differentiation. 6. Determine ways to evaluate whether or not differentiation is improving student learning. 7. Define strategic instruction. 8. Explain the importance of teaching students to be strategic learners. 9. Identify effective strategies that will support student learning. 10. Select an appropriate strategy for student use during the instructional process. 11. Identify the five key components of reading as they pertain to Florida's 5-3-ii-iii NCLB and explore

some of the research findings. 12. Examine specific processing disabilities. 13. Examine effective instructional strategies and accommodations in the area of reading to aid students

with processing disabilities. 14. Analyze a student profile and recommend specific curriculum interventions. 15. Explore the writing process and the text structures used when writing. 16. Compare and contrast the skills of efficient writers and naïve writers. 17. Examine effective instructional practices and assessment procedures for writing. 18. Investigate what constitutes a learning disability in mathematics.

19. Identify ways to support students with math disabilities. 20. Examine methods specifically in the area of problem solving to support students with math

disabilities. 21. Connect the teaching of mathematics to children’s literature. 22. Identify the collaborating partners and examine their roles. 23. Examine research based practices that enhance collaboration. 24. Reflect on improving collaboration between the partners.


1. Review all module content and related professional articles, and provide summaries/comparisons as directed.

2. Explain the importance of understanding the Sunshine State Standards, district, and assessment requirements as they relate to instruction.

3. Complete multiple choice, true-false, matching and fill-in-the-blank comprehension checks as directed.

4. Explain the relationship between assessment and lesson planning, and the importance of appropriate reflection and revision.

5. Develop a lesson plan as specified. 6. Compare and contrast the traditional and the differentiated classroom. 7. Identify and reflect on barriers to providing a differentiated classroom. 8. Present in writing or through illustration the basics of differentiation. 9. Describe the attributes of the strategic learner using a concept or mind map. 10. Using specified classroom scenarios, select and describe how you would teach specific instructional

strategies. 11. Prepare a written reflection on the five key components of reading, as specified. 12. Design a case study involving a student who has exhibited weaknesses in the writing process,

identifying interventions and appropriate assessment practices. 13. Describe the impact of math disabilities on children in your classroom and identify appropriate

teaching strategies. 14. Define collaboration and discuss how it could improve participation in the regular classroom for one

of your students. 15. Meet as a group to share challenges and successes, in person and via e-mail.



2. Complete all assigned activities. 3. Participate in discussions and exercises. 4. Demonstrate proficiency in a selected activity while being observed by designated personnel. 5. Complete an evaluation of the effectiveness of both the component and the consultant using




COMPONENT NUMBER: 2100881 COMPONENT TITLE: PDA-ESE: Language Development and Communication (Add-On) DATA ELEMENTS: Primary Purpose (PP) C Delivery Method (DM) A Evaluation F Follow-up Method (FM) O MAXIMUM POINT VALUE: 60

SCOPE: All Personnel GENERAL OBJECTIVES: The objectives of this component are to enable instructional personnel to develop, increase and demonstrate knowledge and skills in the sequence of receptive and expressive language development, communication deficits and appropriate interventions, strategies for integrating communication instruction into educational settings, and the selection of appropriate assistive technology and alternative communication systems. SPECIFIC OBJECTIVES: At the conclusion of this component, participants will be able to:

1. Provide background information on the beginnings of speech/language pathology services in the schools. 2. Identify the components of language as a basis for understanding communication. 3. Identify the sequence of normal language development from infants to adolescents. 4. Compare and contrast a communication difference with a communication deficit in students with limited

English and those with dialects. 5. Understand the nature of learning a second language and its effects on academic learning. 6. Define and describe the difference between a speech and language disorder. 7. List the speech/language characteristics of the disability categories listed under IDEA and the State of

Florida Department of Education. 8. Compare and contrast oral and written language as it pertains to literacy. 9. Describe the different contexts of language in the classroom and their continuums of complexity. 10. Describe characteristics of instructional language that support comprehension. 11. Identify accommodations and modifications that support academic performance for students with

communication challenges. 12. Identify effective interventions for students with communication challenges. 13. Provide information on Assistive Technology history, terms, laws, equipment, and resources. 14. Explain the Assistive Technology evaluation process from pre-referral to funding. 15. Identify the basics of Augmentative and Alternative Communication. 16. Describe a variety of low- to high-tech Augmentative and Alternative Communication devices. 17. Provide ideas for incorporating Assistive Technology into a variety of communication settings.

SPECIFIC ACTIVITIES: Participants will achieve mastery of the objectives by completing the online module, in its entirety, which includes the following directed activities, referenced within the module, and appropriate to the various areas of content:

1. Review all module content and related professional articles, and provide summaries/comparisons as

directed. 2. Identify and describe assistive technology devices or adaptations that could foster active communication

participation for specified classroom activities. 3. Complete multiple choice, true-false, matching and fill-in-the-blank comprehension checks as directed. 4. Review and correctly use key terms pertaining to language development/communication. 5. Demonstrate knowledge of language delay or disorder, and appropriate strategies for remediation, via

analysis of a hypothetical student. 6. Describe the issues related to English as a second language and apply appropriate classroom strategies. 7. Describe the responsibilities of a school-based SLP based on observation and an interview. 8. Apply knowledge of communication deficits and their impact on academic/social success. 9. Analyze Florida Sunshine State Standards and Grade Level Expectations for Language Arts and identify

linguistic underpinnings. 10. Identify techniques a teacher can use to support children with communication challenges through

observation of a colleague and apply this to your own classroom situation. 11. Write a comparison of language at home and language at school, identifying differences. 12. Design a lesson utilizing specified graphic organizers. 13. Design a cooperative lesson specifying roles and appropriate instructional language. 14. Complete a K-W-L reading strategy as applied to an article on reading disabilities/dyslexia. 15. Identify and describe reading and writing supports that can be used to promote classroom success. 16. Meet as a group to share challenges and successes, in person and via e-mail.







COMPONENT NUMBER: 2100882 COMPONENT TITLE: PDA-ESE: Interpersonal Interactions and Participation (Add-On) DATA ELEMENTS: Primary Purpose (PP) C Delivery Method (DM) A Evaluation F Follow-up Method (FM) O MAXIMUM POINT VALUE: 30

SCOPE: All Personnel GENERAL OBJECTIVES: The objectives of this component are to enable instructional personnel to examine various teaching strategies for helping students develop successful life skills including gathering information and evaluating student progress in generalized and transferring learned skills to supporting self-determination and self-advocacy across all settings. SPECIFIC OBJECTIVES: At the conclusion of this component, participants will be able to:

1. Develop an understanding of effective, research-based instructional procedures for teaching adaptive life

skills. 2. Identify formal and informal tools for conducting observations, ecological assessments, interviews, and

other appropriate information-gathering processes. 3. Learn how to apply information gathering processes to selection of appropriate instructional procedures for

teaching adaptive life skills. 4. Identify methods for evaluating and documenting student progress in acquisition, generalization, and

maintenance of interpersonal interactions and participation in activities across settings. 5. Apply evaluation and documentation methods and use the information gathered for instructional purposes. 6. Develop an understanding of the importance of self-determination and self-advocacy in relation to

acquiring and maintaining skills for interpersonal interactions and participation in activities across settings. 7. Identify self-determination curricula and practices specific to meeting the needs of students functioning at

various levels and ages with a focus on interpersonal interactions.



directed. 2. Meet as a group to share challenges and successes, in person and via e-mail. 3. Develop a one-page summary that reflects your experience with infusing life skills into the curriculum

and your belief in the importance of addressing life skills within the educational setting.

4. Write a brief paper (one to two pages) describing at least two instructional procedures you would

implement with your student population. Describe the procedures, why you selected them, and how you would apply the procedures in multiple settings (e.g., school, home, and community).

5. Develop your own informal assessment or interview protocol for the purposes of gathering information related to interpersonal interactions and participation, and conduct the assessment or interview protocol with at least one student and or family member.










COMPONENT NUMBER: 2100884 COMPONENT TITLE: PDA-ESE: Transition (Add-On) DATA ELEMENTS: Primary Purpose (PP) C Delivery Method (DM) A Evaluation F Follow-up Method (FM) O MAXIMUM POINT VALUE: 60

SCOPE: All Personnel GENERAL OBJECTIVES: The objectives of this component are to enable instructional personnel to develop, increase and demonstrate knowledge and skills in identifying the stages of career development; identifying the essential domains of transition planning for students with disabilities; identifying resources and strategies to assist students to function effectively in environments to which they are transitioning; and to demonstrate the knowledge of transition planning that incorporates student and family preferences to develop desired post school outcomes. SPECIFIC OBJECTIVES: At the conclusion of this component, participants will be able to:

1. Demonstrate an understanding of the history of special education and transition including major legislation. Explain models of transition and how the concept has evolved over time.

2. Identify transition planning components required by law, State Board of Education rule, and local school district policy.

3. Demonstrate an understanding of the Sunshine State Standards and Sunshine State Standards for Special Diploma.

4. Describe the concepts of self-determination, self-advocacy, student-directed IEPs, and person-centered planning.

5. Demonstrate knowledge of various instructional models, including assessments and curricula and their implications for students with disabilities.

6. Identify resources related to self-determination for students, educators and families. 7. Develop an understanding of the importance of self-determination in the transition planning process for

all stakeholders. 8. Identify the types and purposes of assessments that can be used in planning for transition. 9. Determine the most appropriate assessments to be used for specific students and specific target groups. 10. Explain how career development theories influence the identification of student’s interests and

preferences in terms of choosing a career path. 11. Identify and describe different employment and vocational training opportunities. 12. Identify components of effective instructional planning for transition. 13. Discuss how transition is infused into standards-based learning. 14. Demonstrate knowledge of accommodations and modifications (including the use of assistive technology)

that can be used to support instruction for individuals with disabilities. 15. Identify promising and required practices related to preparing for the Transition IEP meeting. 16. Identify transition requirements according to the student's age. 17. Identify quality indicators for Transition IEPs.

18. Demonstrate knowledge of all required components and effective practices for developing Quality

Transition IEPs. 19. Identify strategies for implementing the Transition IEP. 20. Identify guidelines for infusing transition into the general curriculum. 21. Identify the legal requirements for agency involvement in the transition process. 22. Identify the purpose and benefits of interagency transition teams. 23. Identify agencies that provide supports to individuals with disabilities in transition and the services they

provide. 24. Demonstrate knowledge of methods for working collaboratively with agencies.



2. Research, identify and describe assessment instruments for specific evaluation tasks to support the transition process.

3. Complete multiple choice, true-false, matching and fill-in-the-blank comprehension checks. 4. Review and correctly use transition vocabulary terms. 5. Visit local resource centers and conduct hands-on reviews of materials. 6. Match effective strategies to actual case studies. 7. Obtain, review, and analyze local and state documents, procedures and practices that relate to transition. 8. Describe, compare and contrast the various diploma options available to students with disabilities. 9. Write essays around key concepts, trends, issues, ethical issues, challenges and barriers, and laws. 10. Review web based resources, including national, state, and local agencies, advocacy groups, and resource

centers. 11. Interview agency personnel to obtain local information concerning transition process and collaboration 12. Evaluate a Transition IEP, using a prescribed set of quality indicators. 13. Using the case study approach, apply knowledge of the transition process to develop appropriate goals for

a student. 14. Meet as a group to share challenges and successes, in person and via e-mail.







COMPONENT NUMBER: 2101880 COMPONENT TITLE: PDA-ESE: Positive Behavior Supports (Add-On) DATA ELEMENTS: Primary Purpose (PP) C Delivery Method (DM) A Evaluation F Follow-up Method (FM) O MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The objectives of this component are to enable instructional personnel to develop, increase and demonstrate knowledge and skills in assessing and designing behavioral supports; identifying the legal and ethical issues pertaining to behavioral strategies; identifying data collection strategies; identifying and interpreting elements of a functional behavior assessment and functional behavioral plan; and to recognize and use various concepts and models of positive behavior management. SPECIFIC OBJECTIVES: At the conclusion of this component, participants will be able to:

1. Describe the legal responsibilities one must address when developing and implementing behavioral programs in Florida.

2. Identify the essential ethical principles to be followed in establishing positive behavior supports and specific laws pertaining to conducting functional assessments.

3. Identify the critical themes in Positive Behavior Supports. 4. Identify and describe the components of a comprehensive Positive Behavior Supports System. 5. Describe the historical perspectives of the field of applied behavior analysis. 6. Analyze the basic principles of behavior and discuss the importance of appropriate reinforcements and

consequences. 7. Identify the concept of the “function of behavior” and apply this concept to behaviors observed in

classroom settings. 8. Identify the five-step process for providing positive behavior supports. 9. Identify and define target/problem behaviors. 10. Determine appropriate goals of intervention, strengths and needs, and specific settings for intervention. 11. Identify the essential team members for creating effective plans. 12. Describe the essential components for effective collaboration between families and schools. 13. Demonstrate how to use the person-centered planning process to identify meaningful goals. 14. To examine, utilize and interpret data collection methods for information gathering from both home and

school. 15. Demonstrate the five functional assessment methods in the functional behavioral assessment process. 16. Describe the important role of the family in the development of an effective positive behavior support

plan. 17. Using observational and interview data, identify patterns or trends surrounding a targeted behavior. 18. Using observational and interview data, describe the relationship between antecedents, behaviors and

consequences. 19. Develop a hypothesis based on data collection. 20. Using observational and interview data, identify correlations between curriculum and behavior.

21. Identify guidelines for selecting appropriate curriculum models for an individual student. 22. Use an instructional checklist to determine the appropriateness of instructional strategies. 23. Using observational data and interview data, develop proactive strategies for developing replacement

behaviors in the classroom. 24. Identify lifestyle issues that impact target/problem behaviors. 25. Identify the need for and develop a crisis plan. 26. Identify objective measures for documenting progress. 27. Identify changes in target behaviors and determine appropriate interventions. 28. Utilize a self-check process to determine thoroughness of plans. 29. Identify types of evaluation approaches most appropriate for individual case studies. 30. Identify scientifically based effective classroom management strategies. 31. Select effective instructional techniques that support successful classroom management programs. 32. Establish reward system guidelines and plans for implementing a classroom-wide system.



2. Research, identify and describe formal and informal instruments for behavioral assessment. 3. Complete multiple choice, true-false, matching and fill-in-the-blank comprehension checks. 4. Review and correctly use behavioral terms. 5. Visit local resource centers and conduct hands-on reviews of materials. 6. Match effective strategies to actual case studies. 7. Obtain, review, and analyze local and state documents, procedures and practices that relate to behavior. 8. Write essays around key concepts, trends, issues, ethical issues, challenges and barriers, and laws. 9. Review web based resources, including national, state, and local agencies, advocacy groups, and resource

centers. 10. Interview agency personnel to obtain local information concerning positive behavioral approaches. 11. Develop and/or evaluate a Functional Behavioral Assessment and Behavior Improvement Plan, using a

prescribed set of quality indicators. 12. Using the case study approach, apply knowledge of behavior to develop appropriate goals for a student. 13. Meet as a group to share challenges and successes, in person and via e-mail.



2. Complete all assigned activities. 3. Participate in discussions and exercises 4. Demonstrate proficiency in a selected activity while being observed by designated personnel. 5. Complete an evaluation of the effectiveness of both the component and the consultant using Professional





COMPONENT NUMBER: 2102878 COMPONENT TITLE: PDA-ESE: Assessment and Evaluation (Add-On) DATA ELEMENTS: Primary Purpose (PP) C Delivery Method (DM) A Evaluation F Follow-up Method (FM) O MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The objectives of this component are to enable instructional personnel to develop, increase and demonstrate knowledge and skills in identifying the purposes, legal and ethical principles, appropriate formal and informal instruments, and alternate strategies for the assessment and evaluation of students with disabilities. Emphasis will include interpretation and application of results. SPECIFIC OBJECTIVES: At the conclusion of the component, participants will be able to:


2. Review the historical events of assessments for special education students. 3. Define key assessment terminology. 4. Identify key federal and state laws that guide evaluation practices for students with disabilities. 5. Describe the role of multi-disciplinary teams in conducting a comprehensive educational evaluation

and the importance of understanding nondiscriminatory assessment practices. 6. Describe parent participation in terms of consent, input, and procedural safeguards. 7. Identify and describe the function of evaluation when determining eligibility for special education

services, including the role of independent evaluations. 8. Identify and describe required components of the IEP document. 9. Identify the procedures and components required for reevaluation of a student with a disability. 10. Identify and describe the document which reflects state and local policies in the evaluation,

eligibility and placement of students with disabilities. 11. Describe the importance of professional standards when administering tests (i.e. confidentiality,

adherence to test protocols, etc.). 12. Identify the factors that influence disproportionate representation of students from diverse cultural

and linguistic backgrounds in programs for students with disabilities. 13. Identify the implications for assessment and the instructional strategies for teaching culturally

diverse students. 14. Review national, state, and local data related to disproportionate representation of minorities

identified as having a disability. 15. Analyze purposes, strengths, and limitations of standardized assessments. 16. Analyze purposes, strengths, and limitations of informal assessments. 17. Identify characteristics and purposes of assessment used for eligibility. 18. Identify the roles and characteristics of the Florida Comprehensive Assessment Test (item

specifications, test formats, grade levels, scoring and reporting, and use of results).

19. Analyze the accountability and assessment requirements of No Child Left Behind. 20. Describe the Florida Reading First Assessment Plan. 21. Identify effective strategies or techniques to strengthen the connection between assessment and

instruction. 22. Describe Alternate Assessment (definition, purpose, federal, and state laws). 23. Identify the requirements and levels of functioning for students who need an alternate assessment. 24. Identify and describe the most commonly used alternate assessments in the State of Florida. 25. Describe the process of data collection and reporting on the Florida Alternate Assessment Report.



2. Research, identify and describe assessment instruments for specific evaluation of tasks. 3. Complete multiple choice, true-false, matching and fill-in-the-blank comprehension checks. 4. Review and correctly use key assessment terms. 5. Demonstrate knowledge of the purposes of assessment via a matching comprehension check. 6. Review and describe the legal problems and ethical principles associated with assessment and

evaluation. 7. Analyze and present the issues concerned with the over-representation of culturally and linguistically

diverse students in the assessment process. 8. Identify and evaluate positive teacher behaviors and strategies for reducing the over-representation of

culturally and linguistically diverse students in the assessment process. 9. Identify and describe a formal assessment including its strengths and weaknesses. 10. Apply knowledge of informal assessments to a planned unit of instruction. 11. Analyze the results of an evaluation for eligibility and recommend appropriate types of assessments

and data gathering procedures. 12. Write a reflection paper applying assessment information to a known curriculum and instruction

situation. 13. Explore and document positives/negatives of FCAT, Reading First and accountability issues via a

planned interview with an identified educator. 14. Meet as a group to share challenges and successes, in person and via e-mail.






MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2103807 COMPONENT TITLE: Legal Issues/Practices MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will increase awareness of federal and state law, as well as, district policies and procedures as they relate to exceptional students and parents. This awareness will improve services to exceptional students.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2103819 COMPONENT TITLE: Operational Issues, Strategies and Policies In Exceptional Education and Student Services MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will increase awareness of issues, strategies and policies which relate to the special needs of students in Osceola County. This awareness will be used in appropriate intervention to meet student needs.



COMPONENT NUMBER: 2211560 COMPONENT TITLE: Vocational Methods MAXIMUM POINT VALUE: 60 SCOPE: Instructional Personnel GENERAL OBJECTIVES: This component is designed to assist employed technical, vocational and adult education instructors teaching non-degree programs to acquire professional competencies needed to plan, organize, deliver and manage effective instruction. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. State the role that curriculum plays in successful programs. 2. Act as leader, helper, guide, coordinator and facilitator of learning. 3. Promote active participation and three-way communication. 4. Develop a collaborative climate. 5. Recognize the individuality of the learner. 6. Assist learners to set and understand goals. 7. Use effective questioning. 8. Promote mutual problem solving. 9. Reinforce learning through self-evaluation. 10. Plan for effective instructional communication. 11. Communicate effectively (oral and written). 12. Motivate the learner. 13. Write a set of objectives for a course in their own subject area. 14. Develop and adapt performance objectives. 15. Sequence competencies for effective learning. 16. Develop lesson plans for group oriented learning activities. 17. Develop self-instructional, individualized, learning packages. 18. Select, adapt, and develop printed materials. 19. Select appropriate media materials. 20. Present a related lesson covering concepts, principles, or theory. 21. Present information using such visual techniques as the overhead, slides, tapes, films, TV and LCD

panels. 22. Employ oral questioning, discussion, brainstorming and other group techniques. 23. Direct classroom/shop/laboratory activities. 24. Determine instructional resources needed for the program. 25. Organize and layout the classroom/shop/laboratory. 26. Provide for the safety and first aid needs of the students. 27. Manage daily activities, supplies, tools and equipment. 28. Complete required forms, reports, budgets and other documents. 29. Read and interpret professional literature. 30. Modify curriculum, methods, facility, equipment, etc. to meet the individual needs of the students with

learning differences. 31. Develop a system to plan, monitor, and evaluate student progress. 32. Evaluate the effectiveness of the program.


1. Lectures. 2. Guided discussions. 3. Demonstrations of visual activities such as video, films, etc. 4. Demonstrations by participants re: lesson plans.


1. Develop a portfolio to include applications of instructional techniques and lesson plans viable to their particular area of expertise.

2. Demonstrate the usage of teaching tools to create a positive learning environment. 3. Demonstrate the differences between adult and younger learners. 4. Demonstrate integration of information learned. 5. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-

assessment or by other valid means of measurement, in compliance with Florida Statute 231.608(1) and SRB 6A-5.071(5).

6. Complete an evaluation of the effectiveness of both the component and consultant, using OTEC Form SDP-03.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2211564 COMPONENT TITLE: Educators in Industry MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: Participants will acquire a working knowledge of the many careers and job opportunities in local business and industry. This knowledge will provide the participant with the knowledge to assist youth through career development and job placement.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2400510 COMPONENT TITLE: Developing and Implementing Individual Educational Programs Based on Diagnostic and Clinical Teaching Prep-Comp. #7 & #9 MAXIMUM POINT VALUE: 20 SCOPE: K-3 Teachers GENERAL OBJECTIVES: To develop and use data in formulating an educational plan for each child. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. Provide diagnostic information. 2. Demonstrate knowledge of sequential learning patterns. 3. Develop an individualized program for a student in each of the three strategies (preventive, developmental, enrichment) using diagnostic information. 4. Implement an individualized program for students in the three strategies listed in PREP plan. 5. Simulate a clinical teaching environment. 6. Recommend techniques for specific learning styles. SPECIFIC ACTIVITIES: Participants will:

1. List specific deficits and their relationships to the weaknesses. 2. Apply previous knowledge of sequential learning patterns in developing specific instructional activities. 3. Compile data on each of three students (one for each strategy). 4. Develop and write an individual program for the selected students which would allow them to reach

maximum potential. 5. Select necessary materials needed for implementing a program in a clinical environment. 6. Select necessary materials for implementation of each student’s program.






MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2400511 COMPONENT TITLE: Observational Techniques in Screening, Identification, On-going Re-evaluation, Maintaining Records, and Planning for Each Child Prep-Comp. #8 & #11 MAXIMUM POINT VALUE: 20 SCOPE: K-3 Teachers GENERAL OBJECTIVES: To improve observational techniques in screening, identification, on-going re-evaluation, maintaining records, and planning for each child. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Analyze and interpret test data and place child in appropriate instructional strategy. 2. Use information gained through observation in screening. 3. Use information gained through observation to identify problems or assets. 4. Use information gained through on-going re-evaluation information gained through instructional

planning. 5. Demonstrate the ability to maintain records and conduct on-going re-evaluation. 6. Demonstrate the ability to maintain records of a child’s progress.

SPECIFIC ACTIVITIES: Participants will: 1. Read, interpret, and analyze test data, and assign students in the appropriate strategy. 2. Discuss observational techniques through the use of a checklist for specific purpose of screening. 3. Discuss observations techniques through the use of identifying problems or assets. 4. Share interpretation of observations with the group of on-going evaluations. 5. Share interpretation of observations with the group for instructional planning. 6. Maintain records of a student’s progress. 7. Share interpretation of observations with the group. EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2401515 COMPONENT TITLE: Test Construction MAXIMUM POINT VALUE: 30 SCOPE: Instructional GENERAL OBJECTIVES: To broaden the knowledge and competency of the participants in constructing tests in a variety of formats. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. Identify the elements of effective test construction. 2. Identify resources for constructing tests. 3. Identify the effective criteria for a multiple choice question. 4. Identify the effective criteria for a matching question. 5. Identify the effective criteria for a true/false question. 6. Identify the effective criteria for an essay question. 7. Write effective test questions. 8. Recognize effective strategies in developing a test. 9. Write an effective test. 10. Identify strategies for grading tests. SPECIFIC ACTIVITIES: Each participant will: 1. Attend lectures and discussions. 2. Participate in small group activities. 3. Review and evaluate examples of test questions. 4. Write examples of test questions. 5. Investigate test writing strategies. 6. Develop a file of test questions. 7. Construct a test. EVALUATION: To the satisfaction of the consultant, each individual will:






COMPONENT NUMBER: 2403565 COMPONENT TITLE: Adolescent Growth/Development MAXIMUM POINT VALUE: 20 SCOPE: Teachers 4th-8th GENERAL OBJECTIVES: To enable the participants to enhance their knowledge of the growth and development of the adolescent with the onset of puberty through the middle school aged child. SPECIFIC OBJECTIVES: Upon completion of the component, participants will:

1. Identify basic male and female anatomy, physiology, and terminology. 2. Cite the process of fertilization through birth. 3. Identify basic myths and misconceptions surrounding the menstrual cycle. 4. Discuss women’s health issues and medical concerns.

SPECIFIC ACTIVITIES: Each participant will: 1. Attend lectures. 2. Participate in discussions. 3. View AV materials. 4. Complete assessment materials. EVALUATION: To the satisfaction of the consultant, each individual will: Complete assigned activities.

Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or by other valid means of measurement, in compliance with Florida Statute 231.608(1) and SBR 6A-5.071(5).




COMPONENT NUMBER: 2404501 COMPONENT TITLE: Developmentally-Appropriate Practices for Young

Children MAXIMUM POINT VALUE: 10 SCOPE: Non-Instructional Personnel GENERAL OBJECTIVES: To develop in the participant the knowledge and skills necessary for assisting in the implementing of a developmentally-appropriate, anti-bias program for prekindergarten children. SPECIFIC OBJECTIVES: Upon completion of this component, participants will demonstrate the ability to:

1. Develop an understanding of active learning and how to provide these opportunities for young children 2. Identify a developmentally-appropriate environment which includes well-defined, appropriately-labeled

interest areas in the classroom 3. Develop a daily schedule that provides for a balance of quiet and active child- and adult-initiated activities 4. Identify the essential experiences for optimum language, social, emotional, cognitive, and physical

development in young children 5. Develop the ability to provide many varied opportunities for children to hear and use language 6. Demonstrate how to facilitate children’s successful completion of tasks by providing support, focused

attention, physical proximity, and verbal encouragement 7. Identify the characteristics of stress in children’s behavior and the effective methods of dealing with these

characteristics 8. Develop techniques for facilitating the development of self-esteem and creativity in children 9. Develop techniques for facilitating the development of self-control in children by treating children with

dignity and using appropriate discipline techniques 10. Identify strategies and develop the ability to encourage independence in children as skills are acquired 11. Develop techniques for establishing and maintaining effective relationships with each child’s family and

encourage family involvement in the prekindergarten program 12. Develop techniques for showing respect for the child’s family make-up, cultural background, and religious

beliefs 13. Identify strategies for sharing information with families about child development, age-appropriate learning

activities, and prekindergarten programming 14. Acquire knowledge of methods to prevent and/or confront bias in the classroom related to gender, race,

ethnicity, and different physical abilities 15. Develop a sense of responsibility for young children in their care 16. Develop an awareness of the environment in relation to young children

SPECIFIC ACTIVITIES: The participant will:

1. Attend small and large group workshop sessions 2. Participate in discussions and planning sessions 3. Complete follow-up assignments, and/or group tasks 4. Use audio-visual materials 5. Prepare and present appropriate materials to other participants

6. Generate strategies that can be used in a prekindergarten classroom.







COMPONENT NUMBER: 2404502 COMPONENT TITLE: Early Childhood Practices for Young Children MAXIMUM POINT VALUE: 20 SCOPE: Non-Instructional Personnel GENERAL OBJECTIVES: To develop in the participant the knowledge and skills necessary for assisting in an early childhood program for prekindergarten children. SPECIFIC OBJECTIVES: Upon completion of the component, the participant will have the ability to:

1. Discuss State Statutes and Rules and local policies which govern child care 2. Plan, establish, and maintain a healthy, safe, and clean environment 3. Identify the nutritional needs of young children 4. Exhibit knowledge of the definition, extent, causes, and effects of child abuse and neglect 5. Identify the role and responsibility of child care workers for reporting a preventing child abuse and neglect 6. Identify materials and strategies for the prevention of child sexual abuse 7. Exhibit knowledge of the principles of child growth and development for prekindergarten children 8. Use learning activities which are appropriate for prekindergarten children.


1. Attend small and large group workshop sessions 2. Participate in discussions and planning sessions 3. Complete follow-up assignments, and/or group tasks 4. Use audio-visual materials 5. Prepare and present appropriate materials to other participants 6. Generate strategies that can be used in a prekindergarten classroom

EVALUATION:







COMPONENT NUMBER: 2405584 COMPONENT TITLE: Dropout Prevention MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed for teachers who have been assigned to Dropout Prevention programs. Participants will receive instruction in guidance and counseling techniques, effective teaching strategies, classroom management skills, and motivational techniques. SPECIFIC OBJECTIVES: Upon completion of the component, participants will demonstrate the ability to: 1. Define the four goals of misbehavior. 2. Review assertive discipline principles. 3. Demonstrate the relationship between assertive discipline and effective classroom management techniques. 4. Define counseling (generic model). 5. Discuss major characteristics of a facilitative relationship. 6. Define effective communication. 7. Provide an awareness of the importance of effective listening. 8. Discuss the meaning of body language in effective communication. 9. Define self-concept. 10. Discuss the concept of positive addiction. 11. Define effectiveness. 12. Explain internal vs. external locus of control. 13. Define effective parenting and discuss strategies for involving parents. 14. Discuss stress. 15. Identify personal stressful situations and stressful situations that exist in society. 16. Discuss stress reduction strategies. 17. Review definitions of right/left brain functions. 18. Review appropriate activities associated with right/left brain functions. 19. Design learning activities appropriate for dominant right/left brain students. 20. Analyze learning styles as suggested by Dunn & Dunn, Gregoric, etc. 21. Establish alternative strategies to use with students with varying learning styles. 22. Discuss the problems of teacher/student learning style preferences. 23. Identify concepts of motivational theory.

24.Establish possible motivational strategies that can be used with students with varying learning styles and modalities. 25. Discuss problems associated with proper motivation of students. 26. Identify descriptors of motivation which can be used to classify students and to select curriculum materials. 27. Discuss the meaning and interpretation of individualized instruction. 28. Look at readability of materials used in classrooms. 29. Analyze materials according to reading appropriateness for the students. 30. Develop strategies for improving students’ ability to read content materials. 31. Identify and develop strategies for incorporating writing into the various curriculum areas.

32. Identifying possible students with substance abuse problems. SPECIFIC ACTIVITIES: Each participant will:

1. Discuss the four goals of misbehavior, assertive discipline and effective listening. 2. Demonstrate their interrelationship through role playing activities. 3. Develop and list the changes you need to make to become more assertive in your classroom; e.g. limit

setting, consequences, and positive convergences. 4. Demonstrate knowledge and understanding of counseling skill via role playing using communication,

listening, counseling skills, and body language. 5. Do one-way and two-way communication activities. 6. Discuss the importance of positive addiction and effectiveness and how they can be used in the classroom. 7. Discuss effective parenting and methods to be used to involve parents in their child’s education. 8. List self-concept improvement activities you will incorporate into your program. 9. Take and discuss the Tennessee Self Concept Test. 10. Develop a personal plan of action to reduce stress. 11. Develop a series of right/left brain instructional strategies which can be used with identified students. 12. Identify their own learning style and discuss how this influences curricular and instructional decisions in

the classroom. 13. Propose changes in teaching style necessary to accommodate varying learning styles of the students. 14. Identify a particular student motivation problem and develop a plan to increase or alter the motivation of

the student. 15. Develop a learner profile for at least two students they have taught using the ACCS System. 16. Select appropriate learning materials for different learning profiles of students using the ACCS System. 17. Use the ACCS System to classify curriculum materials with respect to their intellectual dimensions,

motivational dimensions, creativity dimensions, experiential needs, social/emotional demands. 18. Develop a reading inventory of curriculum materials. 19. Outline a plan for the incorporation of writing skills into content areas.







COMPONENT NUMBER: 2405585 COMPONENT TITLE: Dropout Awareness MAXIMUM POINT VALUE: 30 SCOPE: All Personnel GENERAL OBJECTIVES: To provide the participants with the knowledge to recognize potential dropouts and awareness of established programs, materials and resources available. SPECIFIC OBJECTIVES: Upon completion of the component, participants will demonstrate the ability to: 1. Identify the characteristics of a potential dropout student. 2. Identify the problems encountered by a potential dropout student. 3. Analyze the literature and materials relevant to the teaching of potential dropout students. 4. Evaluate data from assessment materials for placement. 5. Initiate teaching techniques and strategies for use with potential dropout students. 6. Develop lesson plans incorporating appropriate strategies to meet the needs of a potential dropout student. 7. Demonstrate the relationship between assertive discipline and effective classroom management techniques. 8. Identify the role of parents in Osceola’s Dropout Prevention Program. 9. Define self-concept and develop techniques to establish a positive school climate to foster development of positive self-concept and growth. SPECIFIC ACTIVITIES: Each participant will complete the following activities:

1. Attend lectures and discussions. 2. Attend demonstrations. 3. Participate in hands-on use of materials and equipment. 4. Review and evaluate available research studies, literature, and materials. 5. Review and evaluate assessment materials. 6. Develop a list of characteristics of high risk. 7. Review and evaluate educational plans and programs dealing with high risk students. 8. Develop an educational plan for a class of high risk students. 9. Review and evaluate the different programs in Osceola County dealing with Dropout Prevention. 10. Plan and develop individual classroom management system. 11. Plan and develop an individual behavior modification system. 12. Develop parental involvement activities. 13. Review and evaluate strategies, techniques, and characteristics for a positive school and class

environment.



COMPONENT NUMBER: 2406007 COMPONENT TITLE: Communication Skills (Verbal, Non-Verbal, Written,

Language) MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to improve verbal, non-verbal, written, and listening communication skills. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Identify techniques for speaking in a clear and concise voice. 2. Initiate conversations that are age appropriate. 3. Identify techniques for speaking in a non-threatening voice. 4. Identify techniques for speaking positively in conversations. 5. Identify techniques for speaking slowly and specific about place, time, position, etc. 6. Identify techniques for communicating with the use of picture aids. 7. Identify techniques for using correct body language. 8. Identify techniques for being observant, showing facial expressions, sign language, and acting

out/charading thoughts. 9. Identify techniques for using vivid colors, odd shapes and sizes, textures, computers, and drawings. 10. Identify techniques for good listening skills by withholding comments, using non-judgmental responses,

following commands based on conversations, mentally reconstructing experiences, and paying attention. 11. Identify techniques for improving listening skills by avoiding becoming defensive when criticism is

offered, not jumping to conclusions, and becoming an empathetic listener.


1. Take part in lecture, demonstration, and discussion of the techniques and skills identified in the specific

objectives of the component. 2. Role playing a two party, ten minute, introductory verbal conversation. 3. Role playing non-verbal situations. 4. Demonstrating and role playing empathic listening skills. 5. Writing an evaluation of a conversation. 6. Showing complete understanding of a conversation by retelling a story. 7. Participating in a game of charades where persons correctly guess the outcome/answer. 8. Using facial expressions and sense of touch to show the emotions of a good listener. 9. Making a written test of how to communicate effectively with someone.



pre- and post-tests (80% accuracy) or other valid measures, as determined by the instructor. 2. Complete assigned activities. 3. Participate in discussions and exercises. 4. Demonstrate proficiency in a selected activity while being observed by designated personnel. 5. Complete an evaluation of the effectiveness of both the component and consultant, using Professional Development form SDP-03.



MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2408512 COMPONENT TITLE: Teacher-Made Materials Workshop (Make & Take) MAXIMUM POINT VALUE: 20 SCOPE: All Personnel GENERAL OBJECTIVES: Participants will understand how to research, plan and construct materials suitable for classroom use. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. Prepare materials that will meet the curriculum needs of the student. 2. Prepare materials that will be practical, aesthetic, and durable. 3. Construct materials applicable to various educational levels. 4. Operate equipment used to produce classroom materials. 5. Prepare a paste-up using basic paste-up techniques. SPECIFIC ACTIVITIES: Each participant will:

1. Peruse a resource of plans for materials to meet particular curriculum needs. 2. Examine the materials and tools to construct the material to meet the particular curriculum need. 3. Receive instruction in the correct use of the equipment available in the Resource Room. 4. Prepare sample materials under the guidance of the consultant.


1. Submit verbally or in writing an idea for material to be constructed. 2. Write a step-by-step procedure for the material to be made. 3. Complete at least one material during the workshop. 4. Complete assigned activities. 5. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-




MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2408513 COMPONENT TITLE: Programs in Early Childhood Education MAXIMUM POINT VALUE: 60 SCOPE: Teachers with Elementary Education Cert. GENERAL OBJECTIVES: Component designed to present teachers with an overview of the philosophy, content, facilities, instructional materials, and activities appropriate for children ages 3, 4, and 5; current research and new curricula laboratory experiences. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. List ten early pioneers in education for young children, delineating and applying said philosophies to today’s theories on early childhood education.

2. Explain why authorities believe that early education is essential for the so-called “disadvantaged” child. 3. State goals and/or objectives, strategies, rationale, and philosophy of various selected early childhood

experimental programs. 4. Describe the problems and real concerns of establishing a center for child development. 5. List basic principles of growth and development to be considered in teaching young children. 6. List the social forces impinging upon the young child today and discuss how each might influence the

child and the curriculum. 7. List reasons and methods of parent and community involvement in early childhood education. 8. Present at least three current catalogues displaying acceptable equipment and instructional materials and

supplies for young children. 9. List types of equipment and instructional material found in a well organized early childhood center. 10. List curriculum areas expected to be found in an early childhood center. 11. State and discuss multi-ethnic and cultural concerns facing the early childhood educator. 12. List various methods of recording and assessing the development of young children. 13. List organizations interested in schools for young children and know how to for membership. 14. Evaluate materials and equipment for young children. 15. Discuss the emerging role of the early childhood educator today.


1. Read in textbooks and other references. 2. Class discussions on laboratory observations (assigned). 3. Make a realistic budget for an early childhood center using current catalog prices and materials. 4. Design a “blueprint” of an acceptable early childhood center, showing inside and outside areas, centers,

etc. 5. Compile list of materials that may be obtained free or at little or no cost to the teacher (beautiful, useful

“junk”). 6. Visit centers considered outstanding or adequate -field trips. 7. Use films depicting various programs in early childhood education, both nationally and internationally. 8. Participate in classroom discussions.




3. Successful completion of special laboratory assignments and written reports on same with supervising teachers’ comments and signatures.

4. Successful participation in classroom discussions, fieldtrips, and textbook assignments. 5. Mastery or successful completion of all objectives as evaluated by instructor.

TARGET GROUP All teachers who hold a valid Florida Certificate with elementary education certification. In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2408514 COMPONENT TITLE: Organization of Instruction in Early Childhood

Education

MAXIMUM POINT VALUE: 60 SCOPE: Teachers with Elementary Education Cert. GENERAL OBJECTIVES: This component is designed to increase the competencies of elementary teachers in the area of early childhood education regarding child development, curriculum, instructional strategies and legislative requirements. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Identify popular theories of intellectual development. 2. Describe stages of physical, social, emotional and perceptual development in the young child. 3. Research and report on selected issues influencing the early childhood curriculum. 4. Identify basic concepts for early childhood curriculum in the following areas:

a. Language Arts b. Social Studies/social sciences c. Science d. Mathematics e. Health and physical education f. Art and music g. Play and movement

5. Develop units and lesson plans appropriate for the developmental stages of the young child. 6. Develop units and lesson plans to meet the variety of needs of individuals in early childhood classes,

i.e., preventive developmental, enrichment, bicultural, bilingual, or handicapped. 7. Develop units and lesson plans that will develop children aesthetically and spiritually (art, music

movement, environmental awareness, creative writing). 8. List methods of assessing abilities and needs of children in order to provide a sequential program,

remedial work and enrichment activities. 9. Describe current beliefs concerning early childhood curriculum. 10. List strategies of enhancing and developing the self-concept of the young child. 11. List methods of developing the young child’s perceptual skills (gross and fine motor,visual, and

auditory). 12. Identify the particulars of the Florida Primary Education Program legislation involved in

accomplishing the above objectives. 13. Identify methods of parent education and involvement in curriculum decisions.

SPECIFIC ACTIVITIES: Each participant will: 1. Attend Lectures. 2. Participate in discussions regarding: a. Theories of development b. Curriculum c. Instructional strategies d. Legislative requirements e. Assessment f. Self-concept g. Perceptual skills h. PREP i. Parent involvement 3. Research and report (orally or in writing) on early childhood curriculum issues. 4. Develop units and lesson plans appropriate for the developmental stages and needs of young children. 5. Participate in field trips. 6. Complete textbook assignments. 7. Complete supplementary reading assignments. EVALUATION: To the satisfaction of the consultant, each individual will:





In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03. TARGET GROUP All teachers who hold a valid Florida Certificate with elementary education certification.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2408518 COMPONENT TITLE: Teacher Effectiveness Training MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To provide participants with the increased content, knowledge and skills in the concepts of effective teaching in their content area, as well as, the development needs of children. This will result in students learning more and being more enthusiastic about learning. SPECIFIC OBJECTIVES: To completion of the component, the participant will be able to:

1. Identify the attributes of effective instruction. 2. Apply the elements of effective planning for instruction. 3. Apply the developmental needs of students to planning for instruction. 4. Identify the critical thinking skills to implement in instruction. 5. Evaluate the use of effect elements of planning. 6. Develop goals for instruction. 7. Analyze instructional materials for use in classroom activities. 8. Identify the methods of conflict resolution. 9. Implement conflict resolution skills. 10. Identify the steps for implementing change. 11. Apply the steps to implement change for a classroom problem. 12. Identify effective communication skills. 13. Compare adolescent development to acquisition of content knowledge. 14. Identify the importance of time usage in the presentation of subject matter. 15. Identify strategies for hands-on learning in specific content areas. 16. Investigate alternative delivery style for knowledge in the content area. 17. Analyze assignments and evaluation procedures. 18. Analyze the concept of active listening. 19. Build student self-esteem through effective instruction and confrontation. 20. Demonstrate effective interpersonal communications skills. 21. Analyze the benefits of student-centered classroom discussion. 22. analyze the benefits of content-centered classroom discussion. 23. Develop goal-setting strategies for instruction and for students. 24. Identify small group instruction strategies to use in content area. 25. Identify strategies necessary to increase motivation in the classroom. 26. Identify strategies which will enhance instruction. 27. Understand child development as it relates to learner styles. 28. Identify alternative content delivery styles effective for each identified student learning style. 29. Apply the concept of brain-base learning and hemisphericity. 30. Translate abstract concepts into observable behaviors.

SPECIFIC ACTIVITIES: Upon completion of the component, the participant will conduct: 1. Readings 2. Discussions 3. Lectures 4. Computer Instruction 5. Videos 6. Field Trips 7. Field experiments 8. Classroom Lectures 9. Presentations- Guest Speakers 10. Individual/ Group Study Projects EVALUATION: To the satisfaction of the consultant, each individual will:

1. Complete assigned activities. 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A05.071 (5).



MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2408521 COMPONENT TITLE: Teaching New Materials MAXIMUM POINT VALUE: 30 SCOPE: Instructional Personnel GENERAL OBJECTIVES: To increase participant’s knowledge of new textbook materials and their implementation in instructional areas. SPECIFIC OBJECTIVES: Upon completion of the component, participants will demonstrate the ability to:

1. Identify the teaching and learning methods used within the new series. 2. Adapt the new series to the classroom. 3. Develop a course outline. 4. Develop a unit plan. 5. Develop a lesson plan. 6. Develop instructional materials. 7. Identify materials available for supplementary instruction through the media center, resource room and

subject area literature. 8. Locate materials in the area of assignment. 9. Evaluate the new series to meet teacher-student needs.


1. Attend lectures. 2. Participate in discussions. 3. Review the teaching and learning methods used within the textbook series. 4. Use the teacher’s guide to implement course outline. 5. Organize a unit plan using teacher’s guide and supplementary materials. 6. Develop a lesson to be used to teach a specific skill: (eq., to prepare materials for a science experiment.) 7. Develop needs assessment instruments.







COMPONENT NUMBER: 2408568 COMPONENT TITLE: Teacher Expectation and Student Expectation MAXIMUM POINT VALUE: 30 SCOPE: Teachers and Administrators GENERAL OBJECTIVES: This component is designed to increase the classroom teacher’s and/or administrator’s awareness that perceptions by the teacher or administrator of high or low students affects the behavior of the administrator or teachers toward those students and thus affects academic success and that modification of negative behavior will increase student success. SPECIFIC OBJECTIVES: Upon completion of the component, participants will demonstrate the ability to:

1. Explain the underlying principle of TESA. 2. Identify the characteristics that distinguish perceived low achievers from perceived high achievers. 3. Discuss the TESA Interaction Model. 4. To code TESA data collection forms for strands A, B and C and level 1 through 5 to record teacher behavior. 5. Discuss appropriate teacher behaviors and the relationship to student achievement as identified in the TESA

Interaction Model. 6. Analyze the results of a coded instrument after a completed observation.


1. Attend all lectures, discussions, and meetings. 2. Participate in discussion of the interaction model components. 3. Develop characteristics of low and high achieving students. 4. Participate in role simulations. 5. Observe other workshop participants in a classroom situation and code appropriate teacher behaviors. 6. Participate in evaluation of each component of the workshop. 7. Review and evaluate coded responses of the interaction model.






MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2408569

COMPONENT TITLE: Cooperative Learning MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: To develop the participant’s ability to implement cooperative learning principles in an instructional setting. SPECIFIC OBJECTIVES: Upon completion of the component, participants will demonstrate the ability to:

1. Compare and contrast competitive, individual, and cooperative learning styles. 2. Identify examples of the benefits of cooperative learning. 3. Describe the five elements of effective cooperative learning. 4. Identify different grouping patterns. 5. Implement grouping patterns to achieve different goals. 6. Develop a cooperative learning lesson to be used in their classroom. 7. Recognize social skills are an integral part of the cooperative learning process. 8. Model the monitoring of cooperative group interaction with an emphasis on group processing. 9. Describe cooperative learning frameworks such as STAD and Jigsaw II. 10. Select frameworks appropriate to student needs and lesson restraints. 11. Provide practice for students in monitoring and processing social skills. 12. Recognize the outcomes of implementing cooperative learning lessons.


1. Attend all workshop sessions. 2. Participate in workshop discussions. 3. Work cooperatively with other participants during workshop activities. 4. Learn the characteristics of cooperative learning versus competitive and individual learning styles. 5. Learn information on all areas of teaching strategies used in cooperative learning. 6. Practice a cooperative learning activity that incorporates the five elements of cooperative learning. 7. Develop a lesson plan demonstrating knowledge of teaching decisions discussed in cooperative learning. 8. Coordinate with one of the instructors or another participant, an observation of a lesson using strategies of

cooperative learning and a feedback session. 9. Practice in the participant’s classroom the concepts learned in the workshop.







COMPONENT NUMBER: 2408576 COMPONENT TITLE: Effective Teacher Series (Harry Wong) MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to provide participants with increased content, knowledge and skills in the concepts of effective teaching as well as the development needs of students for increased and more enthusiastic student learning. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Identify the attributes of effective instruction. 2. Apply the elements of effective planning for instruction. 3. Apply the developmental needs of students to instructional planning. 4. Develop goals for instruction. 5. Identify the methods of conflict resolution. 6. Identify the importance of time usage in the presentation of subject matter. 7. Develop goal-setting strategies for instruction and for students. 8. Communicate a lesson’s objectives to students. 9. Organize lessons around objectives. 10. Provide a logical sequence of activities with smooth transitions. 11. Establish check points in the lessons to monitor student progress so adjustments can be made if necessary. 12. Provide feedback and reinforcement for students. 13. Provide opportunities for students to be actively engaged. 14. Use a variety of materials, activities and techniques during the lesson. 15. Use questions that require higher cognitive thought. 16. Use research-based practices to be an effective teacher. 17. Use relevant follow-up activities to reinforce the lesson of activities. 18. Apply procedures to have a well-managed classroom. 19. Develop strategies to increase student learning and achievement. 20. Develop an effective discipline plan. 21. Organize students’ space, time, and materials so that instruction in content and student learning can take

place. 22. Structure lessons to achieve a high level of student involvement. 23. Develop alternative delivery styles effective for varying learning styles 24. Structure assessment to more precisely determine student achievement. 25. Allocate time to maximize academic learning time. 26. Establish academic goals for individual lessons. 27. Construct lessons that demonstrate the principles of an effective assignment. 28. Focus on goals and objectives to increase student accomplishments. 29. Teach for accomplishment using structured assignments with objectives. 30. Apply the higher order processes to assignments to encourage the use of higher order thinking skills.



1. Take part in lecture, demonstration, and discussion of the Wong teaching model. 2. Take part in readings of the Wong teaching model. 3. Take part in video viewings of the Wong teaching model. 4. Take part in presentations, demonstrations, and discussions by guest speakers of effective teaching

practices. 5. Participate in individual and group study activities.






MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2408973 COMPONENT TITLE: Storytelling MAXIMUM POINT VALUE: 20 SCOPE: All Personnel GENERAL OBJECTIVES: To promote the use of storytelling in the classroom learning process and to develop skills in effective storytelling. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. Determine a “tellable” tale. 2. Choose a story and tell it effectively. 3. List elements of a good story for the oral medium. 4. Use the voice, facial gestures and hand and body movements to enhance a story. 5. Effectively use storytelling in all grade levels. 6. Perform a story using puppets. 7. Discuss methods of learning and sharing stories in the classroom. 8. Create exercises to involve students in storytelling activities. 9. Write original stories. SPECIFIC ACTIVITIES: Each participant will: 1. Attend lectures, discussions and demonstrations. 2. Participate in discussions and demonstrations. 3. Create puppets for a story. 4. Write stories. 5. Perform assigned stories. EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2409557 COMPONENT TITLE: Newspapers in Education MAXIMUM POINT VALUE: 20 SCOPE: Instructional Teachers GENERAL OBJECTIVES: To broaden the knowledge and increase the competency of the individual in using the newspaper and a teaching tool in all subject areas and at all grade levels. SPECIFIC OBJECTIVES: Upon completion of the component, participant will: 1. Discuss the history and future of the newspaper 2. Identify the concepts of reporting and writing for a newspaper 3. Identify the concept of the importance of advertising to a newspaper 4. Discuss the typesetting and printing processes of a newspaper 5. Discuss the distribution process of a newspaper 6. Identify different sections of a newspaper 7. Identify competencies in the usage of the different sections of the newspaper 8. Discuss the place of the newspaper in relation to other media 9. Utilize the newspaper in various subject areas 10. Discuss supplemental newspaper resources for the classroom 11. Discuss the differences in small town and large city newspapers. SPECIFIC ACTIVITIES: Each participant will complete the following: 1. Attendance at a newspaper workshop 2. Tour of a newspaper office and plant 3. Lesson plan for using the newspaper from start to finish 4. Diagram of the production of a newspaper from start to finish 5. Comparison of small town newspaper with a large city newspaper 6. Contrast of different sections of a newspaper 7. Mock-up of a front page for a newspaper 8. Comparison of different types of advertising the newspaper 9. The design of an advertisement which could be used in a classroom newspaper 10. Contrast of the newspaper with another media source. EVALUATION: To the satisfaction of the consultant, each individual will:






COMPONENT NUMBER: 2411504 COMPONENT TITLE: Middle Grades Training-Interdisciplinary Instruction, Curriculum, Thinking and Learning MAXIMUM POINT VALUE: 60 SCOPE: 4-8 Teachers GENERAL OBJECTIVES: To broaden the knowledge and increase the competencies of the participant in organizing interdisciplinary instruction, develop curriculum incorporating creative and critical thinking skills. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Identify teaching and learning methods used within the middle grades. 2. Identify materials, literature, and media available for middle grades in the area of interdisciplinary

instruction, curriculum, and creative and critical thinking skills. 3. Develop materials to be used in interdisciplinary instruction. 4. Identify the District Comprehension Plan as it relates to the middle grades. 5. Identify flexible scheduling and grouping forms. 6. Incorporate middle grade students’ skills in creative and critical thinking. 7. Evaluate a material suitable for classroom use in the middle grades. 8. Develop materials suitable for classroom use in the middle grades. 9. Identify cognitive, effective and physiological learning styles. 10. List effective teaching strategies appropriate for “at-risk” students. 11. Apply Bloom’s Taxonomy to lesson plans. 12. Use alternative strategies for assessing and evaluating effective and cognitive aspects of the learning

process. 13. Develop teaching strategies designed to facilitate learning for multicultural language deficient students. 14. List effective discipline strategies for the middle school age child.


1. Attend lectures. 2. Participate in discussions and demonstrations. 3. Review the teaching and learning methods used within the middle grades. 4. Review and evaluate materials, literature, and media available for use within the middle grades. 5. Review and evaluate different types of scheduling and grouping to be used with the middle grade student. 6. Review the District Comprehension Plan as it relates to middle grades. 7. Develop a schedule and grouping to be used with the middle grade students. 8. Develop a lesson to be used to encourage creative and critical thinking in the middle grade students. 9. Develop materials to be used with middle grade students. 10. Develop activities designed specifically for “at risk “students in your particular subject area. 11. Develop six (6) lists of action words to be used for questioning and giving of directions for each of the six

(6) levels of Bloom’s Taxonomy. 12. Develop lists of alternative strategies which could be used in the middle grades classroom for assessing and

evaluating the learning process.

EVALUATION:






MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2411505 COMPONENT TITLE: Middle Grades Training MAXIMUM POINT VALUE: 60 SCOPE: 4-8 Teachers GENERAL OBJECTIVES: This component is designed to broaden the knowledge and increase the competencies of individuals dealing with Middle Grades Training Program in the areas of: 1.) a study of middle grades 2.) understanding of the middle grade student 3.) counseling function of middle grade teachers 4.) understanding interdisciplinary teaming. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Identify what constitutes the Middle Grades. 2. Identify the learning theories as they apply to a middle grade student. 3. Determine appropriate instructional strategies for individual and group instruction. 4. Identify guidance needs of middle grade students. 5. List materials and literature available for use with the middle grade students. 6. Use the materials available for us with the middle grade students. 7. Identify appropriate guidance activities to be used with middle grade students including “at-risk’students. 8. Develop a lesson plan using the middle grade theories to be used with an individual as group activity. 9. Implement the teaming process. 10. Use cooperative learning strategies. 11. Identify the process for articulation with fifth and ninth grade teachers. 12. Develop a workable partnership with parents. 13. Incorporate educational technology into classroom instruction.


1. Attend lectures and discussions. 2. Participate in discussions. 3. Review and evaluate materials and literature for middle grade students. 4. Develop a card catalog file of appropriate guidance related activities. 5. Develop a lesson plan using the middle grade theories to be used with an individual or group activity. 6. Role-play. 7. List social skills and operational procedures that need to be taught to students, prior to using cooperative

learning in the classroom. 8. Design a plan for effective articulation between elementary, middle and high school grades. 9. Design a framework and guidelines for establishing effective partnerships with parents 10. List characteristics of effective teaching strategies appropriate for “at-risk” students. 11. Develop a lesson plan incorporating cooperative learning techniques 12. Develop a reference system of teaching strategies and activities to be used with “at-risk” students.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2411506 COMPONENT TITLE: Middle School (Philosophy, Concept, Instructional Strategies) MAXIMUM POINT VALUE: 40 SCOPE: 6-8 Teachers GENERAL OBJECTIVES: To broaden the knowledge and increase the competencies of the participant in the philosophy, concept and instructional strategies for middle school. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Identify basic characteristics of a school well suited to students between the ages of ten and fourteen. 2. Identify basic characteristics of the middle school child. 3. Identify instructional strategies appropriate to middle school. 4. Identify characteristics of a middle school curriculum. 5. Identify characteristics of a middle school teacher. 6. Identify characteristics of the middle school philosophy. 7. Describe the role of the teacher in the adviser-advisee group. 8. Use sound techniques to advise the middle school advisee group. 9. Use alternative methods of communication. 10. Describe alternative methods of organization for instruction in the middle school, and the strengths and

weaknesses of each method. 11. Specify alternatives to chronological age grouping in the middle school. 12. Describe techniques for improving the effectiveness of interdisciplinary teaching teams. 13. Identify five emotional climates prevalent in groups. 14. List several characteristics of each of the five group climates. 15. Identify eight forces which operate within groups. 16. Identify and use methods of creating a foundation of harmony within a group. 17. Identify and use methods of improving relationships between group members. 18. Identify and use methods of reducing hindering forces present in group dynamics. 19. Identify formal and informal leadership functions within a group. 20. Guide students in understanding informal leadership functions. 21. Guide students in improving their informal leadership abilities. 22. Develop thinking and creative thinking in middle school students.

SPECIFIC ACTIVITIES: Each participant will: 1. Attend lectures. 2. Participate in discussions. 3. Review district middle school curriculum and philosophy. 4. Participate in demonstration of alternative methods of communication. 5. Participate in role-playing. 6. View tapes. 7. Complete modules. 8. Develop an organizational plan for middle school classroom.

9. Participate in value-clarification exercises. 10. Participate in group discussion concerning specific objectives eleven through fifteen. 11. Develop a method to be used in creating a foundation of harmony within a group. 12. Develop a method to be used in improving relationships between group members. 13. Develop a method of reducing hindering forces present in group dynamics. 14. Participate in role-playing using formal and informal leadership functions. 15. Develop a lesson to encourage creative thinking in middle school students. 16. Visit other schools, programs, workshops. 17. Attend conferences such as State Curriculum Area Conferences, generic conferences if applicable to area of certification being sought. EVALUATION: To the satisfaction of the consultant, each individual will:



In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03. Note: This component is to be used with component #5-01-10-8-13 initial middle school certification.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2411508 COMPONENT TITLE: Early Childhood Test Administration and Interpretation-Prep-Comp. # 1 MAXIMUM POINT VALUE: 20 SCOPE: K-3 Teachers GENERAL OBJECTIVES: The participant will become familiar with the use of current testing materials and be able to evaluate student performance at the beginning of the school year. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. Demonstrate knowledge of various screening instruments . 2. Screen all students and chart their in-coming performance level. 3. Prescribe activities suited to each child’s needs. 4. Demonstrate skill in administration and interpretation. 5. Keep a record of each child’s progress through their specific program. SPECIFIC ACTIVITIES: Each participant will: 1. Compare copies of instruments for placement of K-3. 2. Attend a pre-school workshop on how to use the current testing program. 3. Develop learning prescriptions for individual students as determined by testing data. 4. Process random samples of instruments and discuss information. EVALUATION: To the satisfaction of the consultant, each individual will: 1. Complete assigned activities. 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre-and post- assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using form SDP-03.



COMPONENT NUMBER: 2411580 COMPONENT TITLE: Understanding and Meeting the Needs of the Adolescent MAXIMUM POINT VALUE: 20 SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to broaden the knowledge and increase the competencies of individuals who work with adolescents in various settings. SPECIFIC OBJECTIVES: Upon completion of the component, participants will demonstrate the ability to:

1. Identify the young adolescent’s need for: a. physical activity b. competence and achievement c. self-definition d. creative expression e. positive social interactions with peers and adults f. structure and clear limits g. meaningful participation

2. Chart the developmental diversity that is characteristic of early adolescence. 3. Categorize the racial, ethnic, and gender differences that exist among various populations of young

adolescents. 4. Analyze ways in which programs are responsive to these needs. 5. State a definition of motivation. 6. Compare what motivates them with what motivates young adolescents. 7. Organize program activities structures to motivate adolescents. 8. Determine if a program is or is not motivating young adolescents. 9. Summarize ways programs can motivate young adolescents based on what is known about motivation and

early adolescent development. 10. Compare disturbing behavior (that which annoys adults) to disturbed behavior (that which is harmful or

potentially harmful to young adolescents). 11. Analyze how myths about adolescence and youth workers’ personal values influence their ability to

recognize and deal with both disturbing and disturbed behaviors. 12. State the warning signs of serious disturbance in young adolescents. 13. Compile information on how to make referrals to treatment. 14. Relate strategies for programmatic and individual responses to disturbing and worrisome behavior.

SPECIFIC ACTIVITIES: Each participant will: 1. Participate in group discussions. 2. Evaluate a program on motivation of young adolescents. 3. Identify programs that can motivate young adolescents. 4. Use a case study to analyze behaviors of young adolescents. 5. Use handouts to determine warning signs of serious disturbance. 6. Use handouts to determine referral procedures.



COMPONENT NUMBER: 2421578 COMPONENT TITLE: Student Motivation MAXIMUM POINT VALUE: 60 SCOPE: All Teachers GENERAL OBJECTIVES: To increase secondary teachers’ use of methods and skills that motivate students in order to promote success for every student.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2506003 COMPONENT TITLE: A Non-Credit College Course MAXIMUM POINT VALUE: 60 Per Course SCOPE: All Personnel GENERAL OBJECTIVES: To allow personnel an opportunity to include a non-credit college course or workshop as part of their district inservice record. The course or workshop MUST relate to their area of responsibility or NOT be requirement for initial certification in a subject or service area. SPECIFIC OBJECTIVES: The participant will enroll and complete the non-credit college course or workshop. EVALUATION: Upon completion of the non-credit college course or workshop a report or certificate from the school or supervisor documenting a successful completion of the course or workshop and number of hours completed, must be submitted to the office of the Osceola Teacher Education Center Coordinator.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2507005 COMPONENT TITLE: Training Facilitators MAXIMUM POINT VALUE: 30 SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to increase knowledge and competencies in the specific area of expertise of an inservice facilitator on preparation for an inservice presentation. SPECIFIC OBJECTIVES: Upon completion of the component, the participant will demonstrate the ability to: 1. Train other employees in a specific area. 2. Establish rapport with personnel. 3. Organize a workshop. 4. Conduct a workshop. 5. Evaluate the success of participants in a workshop. SPECIFIC ACTIVITIES: Each participant will: 1. Take a training course offered in the specific area. 2. Visit a center that has pertinent resources pertaining to the specific area. 3. Present a workshop under the supervision of the office of Professional Development or other qualified personnel. EVALUATION: To the satisfaction of the consultant, each individual will:



In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03. Note: Facilitator shall receive one point per hour for preparation time in district plus one point per hour for conducting local workshops. Points and compensation shall be awarded only for the first time a component is taught.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2507006 COMPONENT TITLE: Trainer Training MAXIMUM POINT VALUE: 60 SCOPE: Selected Personnel GENERAL OBJECTIVES: This component is designed for participants to build a knowledge base and skills to effectively train staff. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. Explain the concept of adult learning. 2. Identify differences between adults learning and children learning. 3. Identify ten principles of learning. 4. Practice writing training objectives. 5. Identify a variety of alternatives. 6. List platform skills. 7. Practice effective questioning and feedback skills. 8. Use audio visual materials effectively. 9. Demonstrate effective training skills. 10. Create an action plan for a specific training session. SPECIFIC ACTIVITIES: Each participant will: 1. Participate in discussions. 2. Review research on adults learning principles. 3. Practice applying knowledge learned. 4. Demonstrate learned skills. 5. Video tape and critique performance. EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2507520 COMPONENT TITLE: Critical Thinking MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The purpose of this component is to provide a base of knowledge for identifying, defining, and implementing critical thinking strategies in the K-12 classroom. Upon completion of this component, the participants will be able to identify the concepts necessary to teach critical thinking skills that are applicable in the content area and in the real world.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2509307 COMPONENT TITLE: Effective Communications MAXIMUM POINT VALUE: 12 SCOPE: Professional Support Staff Personnel GENERAL OBJECTIVES: To provide participants with skills to effectively communicate with the public. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. Use proper telephone etiquette 2. Remain tactful but polite in difficult situations 3. Exhibit a business like attitude and a saving sense of humor 4. Greet the public with fact and diplomacy 5. Exhibit a positive attitude 6. Use proper office etiquette 7. Recognize value of being tactful. SPECIFIC ACTIVITIES: The component will include the following instructional activities: 1. Attend lecture 2. Observe and discuss difficult situations 3. Demonstrate Role Playing. EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2512516 COMPONENT TITLE: School Restructuring MAXIMUM POINT VALUE: 30 SCOPE: All Personnel GENERAL OBJECTIVES: To further the knowledge of participants in the activities and outcomes associated with school restructuring, to increase the participants competency in strategies of group interaction which foster school change and restructuring. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. List the components of school restructuring. 2. State the strategies of group behavior and interaction associated worth school change or restructuring. 3. Acquisition of new knowledge in group dynamics. 4. Restate the school improvement process which includes the school vision. 5. Utilize the decision making process. 6. Verbalize the importance of successful communication methods. 7. Identify a school culture assessment and use the results to promote a positive school climate. 8. Participate in a work team situation using successful group action, group dynamics, and goal Attainment. 9. Identify research based models of effective schools.

SPECIFIC ACTIVITIES: Each participant will: 1. Contribute time and expertise in group planning sessions. 2. Attend staff meeting with focus on the process of restructuring. 3. Visit other schools which model the restructuring concept. 4. Write personal goals and objectives which support the school’s goals. 5. Demonstrate effective group communication skills. EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2513701 COMPONENT TITLE: Improvement of Instruction Through the Florida Performance Measurement System (FPMS) MAXIMUM POINT VALUE: 20 SCOPE: All Teachers GENERAL OBJECTIVES: To familiarize teachers with a research validated knowledge based on effective teaching behaviors known as the Florida Performance Measurement System (FPMS). SPECIFIC OBJECTIVES: Upon completion of the component, participants will demonstrate the ability to:

1. Identify concepts and indicators related to each domain of the FPMS. 2. Explain the classroom observable domains. 3. Explain the arrangement of the observable domains on the summative instrument. 4. Explain the observable domains. 5. Identify the procedure for collecting data obtained from observation using the observable domains. 6. Analyze data obtained from observation using summative instrument. 7. Select materials relevant to effective teaching procedures. 8. Recognize effective teaching. 9. Develop a personal plan of action for the improvement of instruction based upon the FPMS concepts and

indicators.


1. Attend lectures. 2. Read summary of research on the domains. 3. Discuss implications of readings to their own personal teaching. 4. Review the summative observation instrument. 5. Analyze instructional video tapes using the summative observation. 6. Observe and provide feedback to one teacher. 7. Be observed by a teacher using the summative observation instrument. 8. Review the FPMS Concepts and Indicators of Effective Teaching. 9. Develop a personal plan of action for the improvement of instruction based upon the FPMS concepts and

indicators.






MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 2513702 COMPONENT TITLE: Florida Performance Measurement System MAXIMUM POINT VALUE: 30 SCOPE: Teachers and Administrators GENERAL OBJECTIVES: To develop a knowledge base and learn coding skills in order to measure and develop teacher performance. SPECIFIC OBJECTIVES: Upon completion of the component, participants will:

1. Utilize the Manual For Coding Teacher Performance On The Screening/Summative Observation Instrument Of The Florida Performance Measurement System.

2. Utilize the manual Domains: Knowledge Base of the Florida Performance Measurement System: a. Domain 1.0 - Planning for Instruction. b. Domain 2.0 - Management of Student Conduct. c. Domain 3.0 - Instructional Organization and Development. d. Domain 4.0 - Presentation of Subject Matter. e. Domain 5.0 - Communication: Verbal and Non-verbal. f. Domain 6.0 - Evaluation of Achievement.

3. Discuss the FPMS Screening/Summative Observation Instrument form. 4. Demonstrate completing the Frame Factor of the FPMS Screening/Summative Observation Instrument. 5. Name the differences between the FPMS Screening/Summative Observation Instrument. 6. Demonstrate coding teacher performance using the Screening/Summative Observation Instrument of the

Florida Performance Measurement System.

SPECIFIC ACTIVITIES: Each participant will complete the following:

1. Attend all lecture and discussion. 2. Participate in small group activities. 3. Watch videos of teacher performance and code on the Screening/Summative Instrument. 4. Review Domains 1.0 through 6.0. 5. Review the Manual For Coding Teacher Performance On The Screening/Summative Observation

Instrument Florida Performance Measurement System. 6. Review the manual, Domains: Knowledge Base of the Florida Performance Measurement System. 7. Review the manual, Domains: Concepts and Indicators of Effective Teaching Florida Performance

Measurement System. 8. Use the Formative Instruments for Domain 1.0 - Planning for Instruction and Domain 6.0 Evaluation of

Achievement.






MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3003103 COMPONENT TITLE: Computer Awareness MAXIMUM POINT VALUE: 30 SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to introduce participants to the history, concepts, and uses of computers. SPECIFIC OBJECTIVES: At the conclusion of a ten hour component, each participant will:

1. Describe the history of computers from counting on fingers to the generations of computers 2. Describe the component of a typical computer system (Input, Memory, CPU, ALU, and output) 3. Describe computer processing flow (input, processing, and output) 4. Identify the electrical nature of computer operations (binary counting) 5. Explain computer hardware (CPU, ALU, RAM, ROM, OS, DOS, etc.) 6. Identify computer storage units (BITS, BYTES, and KILOBYTES) 7. Describe uses of computers in school environments (word processing, data bases, spreadsheets, CAI,

CMI, etc.) 8. Identify resources for the classroom (programs, journals, magazines, software review, etc. 9. Review current advertisements for personal computers and analysis of the claims made by different

manufactures 10. Explain operational ability of available hardware (power-up, run software, power-down) 11. Power up the system and start a selected program 12. Save or store a program on secondary media 13. Store date created with an application program onto secondary media 14. Property shut down correctly on a hard-drive system that must to through a shut-down procedure 15. Use various peripheral I/O devices.

SPECIFIC ACTIVITIES: The component will include the following instructional actives: 1. Lectures 2. Demonstrations a. hardware b. software c. hookup and operation of hardware d. peripherals 3. Hands-on use a. operation of hardware and peripherals b. handling and use of software c. review of software d. review of literature.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3003104 COMPONENT TITLE: Word Processing MAXIMUM POINT VALUE: 30 SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed as an introduction to word processing on a micro-computer. SPECIFIC OBJECTIVES: At the conclusion of the component, the participant will: 1. Identify a computer system (input, memory, CPU, output) 2. Identify computer information flow (input, processing, output) 3. Identify concepts of word processing 4. Utilize vocabulary of word processing 5. Identify features of different word processing programs 6. Demonstrate the operation of keyboard on a specific system 7. Demonstrate document preparation (margins, top and bottom limits, indentation, etc.) 8. Demonstrate document correction procedures (editing commands) 9. Demonstrate document storage and retrieval practices 10. Identify printer commands and operation 11. Utilize accessory programs (spelling check, and punctuation check). SPECIFIC ACTIVITIES: Each participant will: 1. Attend lectures 2. Observe demonstrations in the following: a. identification of hardware b. software for classroom usage c. hookup and operation of hardware 3. Operate available computer hardware 4. Use a variety of educational software 5. Develop documents. EVALUATION: To the satisfaction of the consultant, each individual will: 1. Demonstrate proper power-up, running of equipment, power-down sequence 2. Demonstrate the production of documents illustrating: a. paragraph structures b. column data c. editing mastery 3. Complete assigned activities.





HIGH QUALITY MIP (HQMIP) COMPONENT DISTRICT: Osceola

1. IDENTIFICATION:

TITLE: Introduction to Computers

COMPONENT NUMBER: [3003105] Function: 3 (1 digit code) Focus Area: 003 (3 digit code) Local Sequence Number(s): 105 (3 digit code)

POINTS TO BE EARNED: 60 number/range of points to be earned for component 2. DESCRIPTION: This is a brief description of content or general objectives.

To provide an awareness of basic computer history, hardware, concepts, and best practices to be successful in

a digital world. The participant will complete a variety of educational activities applicable to their job assignment.


☐Academic content standards for student achievement



☒Continuous Improvement practices

☒Digital Learning/Technology Infusion


☐Instructional design and lesson planning


☐Learning environment (as per FEAPS standards)

☐Mastery of a specific instructional practice: Click here to enter text. ☐Mastery of a specific leadership practice: Click here to enter text. ☐Multi‐tiered System of Supports (MTSS)


☒Non‐Classroom Instructional staff proficiencies supporting student success


☒Professional and ethical behavior


☐Other: Click here to enter text. (This list may be edited to focus on issues that are district priorities.)



Planning ☐Click here to enter text. ☐Click here to enter text. ☐Click here to enter text. Learning ☐Click here to enter text. ☐Click here to enter text. ☐Click here to enter text.

Implementing ☐Click here to enter text. ☐Click here to enter text. ☐Click here to enter text.

Evaluating ☐Click here to enter text. ☐Click here to enter text. ☐Click here to enter text. ☒: Check here if not significantly related to any Protocol Standard 5. IMPACT AREA(S): Select all that apply)


☐Repetitive practice leading to changes in proficiency of educator or leader on the job

☐Tracking improvements in student learning growth supported by the professional learning 6. SPECIFIC LEARNER OUTCOMES: identify the priority study and/or on‐the‐job implementation outcomes. Summarize the history and development of computers. Describe computer processing flow (input, processing, and output). Identify, describe and operate the various components of the computer. Identify the electrical nature of computer operations (binary counting). Identify computer storage units (bits to terabytes). Create a system to save, retrieve and manage files. Describe uses of computers in school environments. Identify operational settings of computer devices (i.e. power on, use software/apps, and power off). Use various peripheral I/O devices. Produce a document using a word processing program. Produce a spreadsheet using an appropriate program. Produce a presentation using an approporate program. Explain the purpose of a data base program. Justify the appropriate software application to complete a specific task. Understand and apply best practices in regards to ethics, privacy and security in a digital world.

7. LEARNING PROCEDURES (Methods): Knowledge Acquisition Workshop [A]

WHAT will occur during this professional development component delivery: Awareness of basic computer history, hardware, concepts, and best practices to be successful in a digital world.

HOW will the experiences be provided to participants during this delivery: Presentations/Lectures face‐to‐face and/or online Demonstrations face‐to‐face and/or online Hands‐on practice face‐to‐face and/or online Collaboration face‐to‐face and/or online

KEY ISSUES to be included in participant implementation agreements: Regular participation in class group discussions, commitment to engage in the learning activities identified by learning objectives, commitment to provide and receive feedback regarding implementation of new learning, commitment to completing and reflecting on teaching performance and student performance as a result of applying new learning. 8. IMPLEMENTATION/MONITORING PROCEDURES: Collaborative Planning, Monitoring and Feedback, includes Learning Community [O] Presented facilitator instruction, collaborative discussions, demonstrations and hands‐on practice will enable participants to receive on‐going feedback regarding implementation efforts. Participants will individually and collaboratively develop and review information related to content key objectives by creating products that demonstrate understanding. District technology resource teachers will provide on‐going support and resources to assist participants with implementation of learning. Participants will meet elements of the implementation agreement. 9. IMPACT EVALUATION PROCEDURES: Changes in instructional or learning environment practices [A] What methods will be used to evaluate the impact of the component on the targeted Impact Areas and

Targeted Learner Outcomes? Participants will use multiple measures to determine changes in professional practice (instructional and attitudes) and student performance (student expectations and curriculum modifications) as a result of implementation of the specific learner outcomes for this component. These measures may include documentation of changes in instructional practices related to technology instructional shifts and curriculum modifications to integrate technology as demonstrated in lesson plans, and changes in student attitudes and academic performance as documented in student work samples. Data collected could include the components of the Technology Integration Matrix Evaluation Tools. Who will use the evaluation impact data gathered?

The impact data will be reviewed by school administration and/or district technology staff to ensure the student population is benefitting from the integration of available technology into the curriculum. The data will also be reviewed by the district technology staff and/or professional development staff to monitor the effectiveness of targeted professional development. Data collected could include the components of the Technology Integration Matrix Evaluation Tools. 10. PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS: Describe what will be done with the data obtained through the evaluation processes.


Analyzing the results of the professional development surveys and periodic technology surveys sent to instructional staff, district technology staff and/or professional development staff will provide additional targeted professional development to meet the identified needs. District record keeping data related to development of this component

Date approved: 7/16/2015 Department: Media & Instructional Technology Department Name(s) of Component Author(s): Terrell Pace, Carol Etter, Odalys Burnette, Judy Edge, Brent Foondle and Scott Kauffman


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3003106 COMPONENT TITLE: Utilization of Computer Software MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: Through this component, the participant will develop skills in identifying, securing and using various computer software. These skills will help the participant to best use computer software appropriate for instruction. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Identify sources of securing computer software. 2. Identify computer software applicable to educational purposes. 3. State possible educational applications of a variety of computer software items. 4. Load computer programs into a variety of computers - IBM, Apple, Tandy, etc. 5. Use a given program for its designed purpose. 6. Modify a program to meet a specialized need. 7. Enter and run data. 8. Store data on a disk or tape. 9. Retrieve data from a disk or tape. 10. Identify procedures for storage and maintenance of tapes and disks and computers. 11. Demonstrate various software programs. 12. Determine which software will work on the equipment available within the classroom. 13. Discuss creative ways to secure funding for additional software. 14. Set up the program to work with the available printer. 15. Use the set-up option to choose an alternative input device. 16. Create a newsletter with an appropriate program. 17. Create a slide show with an appropriate program. 18. Store the output of a program on a VCR tape. 19. Use an overhead display device with a computer. 20. Compare and contrast similar programs on different computers.


1. Attend lectures 2. Observe demonstrations 3. Review software catalogs 4. Complete hands-on activities


1. Develop a portfolio containing different types of tests to be used for their particular subject area. 2. Show the correlation of course objectives to course evaluation using information viable to their particular

subject area. 3. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-




MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3003108 COMPONENT TITLE: Desktop Publishing MAXIMUM POINT VALUE: 30 SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed as an introduction to desktop publishing on a micro-computer. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will:

1. Identify concepts of desktop publishing. 2. Use the vocabulary of desktop publishing. 3. Identify the features of different desktop publishing system. 4. Operate a keyboard on a specific system. 5. Demonstrate document preparation (entering text, windows, command keys, and importation of

graphics). 6. Utilize document correction procedures (text editing commands). 7. Apply the use of type style and font, as well, as placement on the page. 8. Demonstrate document storage and retrieval. 9. Identify the accessory programs (print shop graphics importation, design graphics). 10. Describe how to use desktop publisher in the classroom (books, booklets, reports, newsletters, and

student proactive sheets in color and black and white).

SPECIFIC ACTIVITIES: The component will include the following instructional activities: 1. Lectures 2. Demonstrations: a. Hardware b. Software c. Hook-up and operation of hardware. 3. Hands-on use: a. Operation of hardware. b. Handling and use of software. c. Development of document. EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3003109 COMPONENT TITLE: Instructional Uses of Technology MAXIMUM POINT VALUE: 60 SCOPE: All Teachers GENERAL OBJECTIVES: This component is designed to enhance the classroom teacher’s ability to use computers in an instructional setting. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will:

1. State uses of computers in school environment (word processing, data bases, spreadsheets, CAI, CMI, etc.).

2. List various resources for the classroom (programs, journals, magazines, software reviews, etc.). 3. Operate of a keyboard on a specific system. 4. Operate the printer, and printer setup. 5. Utilize various accessory programs (spelling check, grammar check). 6. Project possible uses of computers in future. 7. Identify the various pieces of computer hardware in the classroom. 8. Use software designed for a specific educational setting. 9. Connect and operate peripheral equipment. 10. Define the information processing cycle. 11. Adapt a computer program for classroom use. 12. Evaluate software for its educational appropriateness. 13. Compare claims made by computer manufacturers. 14. Compare claims made by software vendors. 15. Define the machine’s specific features (graphics capability, file handling, and storage techniques). 16. Use the microcomputer in the everyday work setting. 17. Utilize the use of menus in a program. 18. Define and demonstrate input validation techniques. 19. Demonstrate the correct procedure for handling and storing computer hardware and software. 20. Identify sources for securing computer software. 21. Differentiate between local area networks and stand-alone machines. 22. Define the advantages of a software licensing agreement. 23. Use an overhead video display panel. 24. Use an interactive video disk player. 25. Transfer program output to VCR tape. 26. Correctly shut down a hard drive system that requires shutdown. 27. Determine which software will work on the equipment available within the classroom. 28. Discuss creative ways to secure funding for additional software. 29. Compare and contrast similar programs run on different computer systems (Apple, IBM, and

Macintosh). 30. Integrate appropriate software into class lesson plans.

SPECIFIC ACTIVITIES: The component will include the following instructional activities: 1. Lectures 2. Demonstrations of a variety of hardware. 3. Demonstrations of a variety of software. 4. Demonstrations of hookup of hardware. 5. Demonstrations of a variety of peripherals. 6. Hands-on use to include: a. operation of hardware and peripherals. b. handling and use of software. c. reviews of computer software. d. reviews of computer hardware. e. review of computer literature. f. student participation to provide opportunities for teachers to proactive demonstration techniques. EVALUATION: To the satisfaction of the consultant, each individual will: 1. Demonstrate proper power-up, operation, and power-down of equipment. 2. Review three pieces of software using the checklist supplied. 3. Demonstrate the ability to use a variety of software programs in an educational setting. 4. Demonstrate the ability to use available hardware in an educational setting. 5. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or by other valid means of measurement, in compliance with Florida Statute 321.608 (1) and SBR 6A-5.071(5). In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3003110 COMPONENT TITLE: Uses of Instructional Technology MAXIMUM POINT VALUE: 30 SCOPE: Instructional Personnel GENERAL OBJECTIVES: This component is designed to enhance the classroom teacher’s ability to use computers in an instructional setting. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Define the role of computers in school environments (word processing, data basses, spreadsheets, CAI, CMI, etc.).

2. List various resources for the classroom (programs, journals, magazines, software reviews, etc.). 3. Demonstrate the operation of the printer. 4. Project the role of computers in future. 5. Identify the pieces of computer hardware in the classroom. 6. Use software designed for a specific educational setting. 7. Connect and operate peripheral equipment. 8. Define the information processing cycle. 9. Adapt a computer program for classroom use. 10. Evaluate software for its educational appropriateness. 11. Define the machine’s specific features (graphics, capability, file handling and storage techniques). 12. Use the microcomputer in the everyday work setting. 13. Demonstrate the use of menus in a program. 14. Define and demonstrate input validation techniques. 15. Demonstrate the correct procedure for handling and storing computer hardware and software. 16. Identify sources for securing computer software. 17. Differentiate between local area networks and stand-alone machines. 18. Define the advantages of a software licensing agreement. 19. Demonstrate the use of an overhead video display panel. 20. Demonstrate the use of an interactive video disk player. 21. Transfer program output to VCR tape.

SPECIFIC ACTIVITIES: The component will include the following instructional activities: 1. Lectures 2. Demonstrations of a variety of hardware. 3. Demonstrations of a variety of software. 4. Demonstrations of hookup of hardware. 5. Demonstrations of a variety of peripherals. 6. Hands-on use to include: a. operation of hardware and peripherals. b. handling and use of software. c. reviews of computer software. d. reviews of computer hardware. e. review of computer literature.

EVALUATION: To the satisfaction of the consultant, each individual will: 1. Demonstrate proper power-up, operation, and power-down of equipment. 2. Review three pieces of software using the checklist supplied. 3. Demonstrate the ability to use a variety of software programs in an educational setting. 4. Demonstrate the ability to use available hardware in an educational setting. 5. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or by other valid means of measurement, in compliance with Florida Statute 321.608 (1) and SBR 6A-5.071(5). In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3003111 COMPONENT TITLE: Computers as Classroom Tools (Secondary Level) MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The purpose of this workshop is to introduce teams of secondary teachers to the basic uses of computers and instructional software for word processing, data bases, spreadsheets and other instructional applications. Teams will also show the basic uses of other advanced technologies such as video discs and communication networks. Participants will integrate their technological knowledge and skills into classroom instruction.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3003115 COMPONENT TITLE: Teaching With Technology MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The participants will learn skills relative to basic computer concepts, word processing, databases, spreadsheets, desktop publishing, optical technology, and telecommunications. As a result of this training, participants will be able to utilize additional technology resources in the classroom.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3003119 COMPONENT TITLE: Technology I MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: Participants will increase knowledge of Macintosh basics, beginning word processing, data bases, spreadsheets and Desktop publishing. Participants will be exposed to various types of peripheral equipment including CD-ROM Drives, laser disc players, scanners, and modems. This workshop is designed for the beginning Macintosh user. SPECIFIC OBJECTIVES: Upon completion of the component, participants will show evidence of the ability to: 1. Use the computer for word processing. 2. Create newsletters, stationary, calendars, and other documents for their particular educational setting. 3. Use CD-ROMS in the classroom. 4. Use the Florida Information Resource Network (FIRN). 5. Communicate the basics of networking. 6. Use the computer as a drawing tool using software specific to that purpose. 7. Create and use a data base. 8. Create and use a spreadsheet. 9. Demonstrate the uses Roamer the Robot for the classroom. 10. Demonstrate the uses of hyperstudio in the classroom. 11. Demonstrate troubleshooting on the computer. 12. Define the copyright law as it applies to computer software. 13. Demonstrate the uses of Laser disks and Bar N Coder. 14. Transfer a program to VCR.19. 15. Input information into a computer using video cameras. 16. Input information into a computer using a microphone. 17. Evaluate work processing software for the classroom. 18. Evaluate CD-ROMS for use in the classroom. 19. Evaluate laser disks for use in the classroom. 20. Utilize scanners as an input device to the computer. 21. Tap into the worldwide network of Internet. 22. Demonstrate an understanding of Microsoft windows. 23. Identify the nine key components of a satellite system. 24. Connect and operate a computer eye. 25. Define the uses of the computer in an educational setting. 26. Define uses of Lego technology in the classroom. 27. Demonstrate the computer as a tool for presentations. 28. Describe the educational uses of a distance learning program. 29. Communicate with the vocabulary of satellite technology. 30. Demonstrate building simple machines using Lego’s. 31. Define educational uses of FIRN.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3003120 COMPONENT TITLE: Technology II MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: Participants will increase knowledge of Macintosh usage in intermediate word processing, data bases, spreadsheets and desktop publishing. Participants will be exposed to various types of peripheral equipment including CD-ROM drives, laser disc players, scanners, modems and other new peripheral devices. This workshop is designed for the intermediate Macintosh user. SPECIFIC OBJECTIVES: Upon completion of the component, participants will show evidence of the ability to: 1. Use the computer for intermediate word processing. 2. Create newsletters, stationary, calendars, and other documents for their particular educational setting. 3. Use CD-ROMS in the classroom. 4. Make advanced use the Florida Information Resource Network (FIRN) and the Internet. 5. Utilize technological resources in the media center. 6. Use the computer as a drawing tool using software specific to that purpose. 7. Create and use data bases on an intermediate level. 8. Create and use a spreadsheet on an intermediate level. 9. Create Power Point presentations. 10. Show uses of Hyperstudio in the classroom. 11. Define principles of a good newsletter. 12. Use MIDI connections with the computer. 13. Use the IBM computer with curriculum integration. 14. Evaluate software necessary to create presentations on the computer. 15. Transfer a program to VCR. 16. Demonstrate the uses of an overhead video display panel. 17. Project role of computers in school year 2000. 18. Communicate technological assessment alternatives for the classroom. 19. Input information into a computer using video cameras. 20. Input information into a computer using a microphone. 21. Evaluate word processing software for the classroom. 22. Evaluate CD-ROMS for use in the classroom. 23. Evaluate laser-disks for use in the classroom. 24. Utilize scanners as an input device to the computer. 25. Tap into the worldwide network of Internet. 26. Demonstrate an understanding of Microsoft windows. 27. Identify the nine key components of a satellite system. 28. Connect and operate a computer eye. 29. Define the uses of the computer in an educational setting. 30. Identify the hardware necessary to create a technological library. 31. Demonstrate the computer as a tool for presentations. 32. Describe the educational uses of a distance learning program. 33. Communicate with the vocabulary of satellite technology.



COMPONENT NUMBER: 3003121 COMPONENT TITLE: Multimedia Technology MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: Participants will focus on the multimedia aspect of technology using equipment and software appropriate for creating multimedia presentations. Various types of hardware will be used including laser disc players, CD-ROM drives, scanners, digitizing cameras, external speakers, microphones, video cameras, VCRs, and computer eyes. Types of software used include Hyperstudio, Digital Chisel, Powerpoint, Astound, and Photoshop. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Use Hyperstudio to make presentations and reports. 2. Create presentations using Powerpoint. 3. Input information from a laser disk player to the computer. 4. Record information with a video camera and transfer it to the computer. 5. Explain uses of this technology for their classroom. 6. Prepare a multimedia presentation to present to the institute. 7. Transfer a program to a VCR. 8. Demonstrate the uses of an overhead video disk player. 9. List computer resources for the classroom. 10. Record information onto a VCR and transfer it to the computer. 11. Transfer information from the CD-Rom drive into a multimedia presentation. 12. Use a scanner to input information into a multimedia presentation. 13. Input sound bytes into a multimedia presentation by use of a microphone. 14. Evaluate software available for creating multimedia presentations. 15. Demonstrate to use of a digitizing camera. 16. Demonstrate the use of a computer eye.



pre- and post-tests (80% accuracy) or other valid measures, as determined by the instructor. 2. Complete assigned activities. 3. Participate in discussions and exercises. 4. Demonstrate proficiency in a selected activity while being observed by designated personnel. 5. Complete an evaluation of the effectiveness of both the component and consultant, using Professional



MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3003122 COMPONENT TITLE: Computer Applications: Alternative Learning Modes MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to improve the effectiveness of personnel by providing them with the tools and techniques needed to deliver instruction to students, improve communication between the home and school, and to excel in their communications skills, organizational skills, and use of technology. The focus of this component is the delivery of this information via alternative means such as CD-ROM, web instruction, and on-line/real time instruction, etc. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Identify techniques for utilizing technology in the delivery of instruction. 2. Identify techniques and guidelines for proper use of technology. 3. Identify tactics for using technology to improve school to home communication. 4. Identify strategies for incorporating technology into daily lessons. 5. Identify tactics for boosting productivity through space and time management. 6. Identify techniques for using tools such as CD-ROMS, Internet, and on-line instruction.


1. Take part in lecture, demonstration, and discussions utilizing CD-ROM, on-line or web instruction. 2. Develop a response portfolio on disk, CD-ROM or on-line. 3. Prepare sample lesson/lesson segments utilizing appropriate technology. 4. Research assigned topic(s) utilizing technology. 5. Complete a project to demonstrate competence.






MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3003123 COMPONENT TITLE: Integrating the Internet into the Classroom via the Internet MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: The purpose of this component is to provide educators with the opportunity to increase their skills with instructional technology via asynchronous means and to increase the integration of instruction technology into the curriculum in a meaningful way. The University of Central Florida will conduct this course through distance learning via the Internet. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Create a distribution list for class mail. 2. Use e-mail to collaborate with others in an effort to improve your teaching and your students’ learning. 3. Locate an appropriate listserv and subscribe to it. 4. Contribute to a listserv by posting a message and replying to a message. 5. Participate in a Newsgroup. 6. Locate and utilize informational resources found on the World Wide Web in a classroom project. 7. Describe the difference between search engines such as Yahoo and Excite. 8. Identify Internet resources for keeping up-to-date. 9. Describe and utilize good Netiquette. 10. Utilize on-line reference resources, such as Britannica On-Line 11. Summarize online safety issues for students. 12. Discuss ethics and copyright considerations when using the Internet. 13. Evaluate information from Web sites for accuracy, authority, objectivity, currency and coverage. 14. Determine instructional goals for Internet usage. 15. Develop objectives for a project which utilizes the Internet as a resource. 16. Develop checklists for your students to use in creating projects and reports which include the need for

Internet sources. 17. Design curriculum pages. 18. Model and teach Internet skills. 19. Design a rubric for evaluating Internet projects. 20. Participate in an online project. 21. Create an online project. 22. Publish an online project.

SPECIFIC ACTIVITIES: The activities designed to accomplish the specific objectives will be delivered via the Internet. Participants must have an active e-mail account and must check e-mail daily. Activities will include an initial self-assessment, class discussions via the Forum and chats within WebCT, various projects, and a post assessment.


1. For inservice credit, demonstrate increased competency on 80% of the specific objectives of the component

as determined by a post-test or other valid measures, as determined by the instructor. 2. Be evaluated based on preparation for and participation in class discussions via the Forum, Curriculum

Unit Design, Web evaluation and Sunshine State Standard integration, demonstration of Online Skills, evaluation tools, and project completion. Report of progress from UCF.

3. Complete the course in its entirety within the time allotted by the university to receive any points. 4. Point will be awarded only for participants receiving satisfactory evaluations from the university. 6. Complete an evaluation of the effectiveness of both the component and consultant, using Professional Development form SDP-03.

IMPLEMENTATION DATE: April 15, 1999


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3003124 COMPONENT TITLE: Techniques in Developing Audio-Visual Presentations MAXIMUM POINT VALUE: 30 SCOPE: All Teachers GENERAL OBJECTIVES: To broaden the knowledge and increase the competencies of the participant in developing materials, techniques, and ability to produce an audio-visual presentation. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. Identify materials and equipment necessary in developing an animated film. 2. List the steps in the process of developing an animated film. 3. Produce a simple animated film. 4. Identify materials and equipment necessary in preparing a filmstrip. 5. List the steps in the process of developing a filmstrip. 6. Produce a simple filmstrip with commentary. 7. Identify materials and equipment necessary in preparing a synchronized slide presentation. 8. List the steps involved in preparing a synchronized slide presentation. 9. Produce a synchronized slide presentation. 10. Identify materials and equipment necessary in preparing a video recording. 11. List the steps involved in producing a video recording. 12. Produce a simple video recording. 13. Operate a variety of audio-visual equipment. 14. Produce an audio-visual presentation using an overhead projector, photographs, movies, or other types of media. SPECIFIC ACTIVITIES: Each participant will: 1. Attend lectures. 2. Participate in discussions. 3. Attend demonstrations in the operation and use of audio-visual equipment. 4. Review and evaluate different types of media available. 5. Prepare an audio-visual presentation for suitable classroom use. 6. Discuss the appropriate use of project to other participants. EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3003814 COMPONENT TITLE: Technology for ESE Students MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will increase knowledge and skills in technological applications for the handicapped, with emphasis on microcomputer technology. Demonstration of this knowledge will enable participants to incorporate technology into exceptional education classroom.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3003974 COMPONENT TITLE: Basic Computer Programming I MAXIMUM POINT VALUE: 30 SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed as an introductory course in computer programming in BASIC. SPECIFIC OBJECTIVES: Upon completion of the component, participants will: 1. Classify the hierarchy of computer languages (low level-high level) 2. Plan the steps to programming (solution strategies) 3. Identify the command/immediate mode operation of a micro-computer 4. Identify the delayed/program mode of operation of a micro-computer 5. Recognize BASIC syntax (line word, key work, information) 6. Define the generic BASIC keywords (NEW, RUN, LIST, PRINT, INPUT, etc.) 7. State the difference between alphabetic and numeric variables 8. Define conditional and unconditional branching 9. Define “looping” 10. List the machine’s specific features (graphics, file handling, and storage techniques) 11. Write a simple program in BASIC that will perform a job given by the instructor 12. Write a program in BASIC to perform a function of the participant’s choosing 13. Debug a simple program 14. Modify a given program in order to perform a new task 15. Identify possible areas of hardware failure 16. Use the micro-computer in the everyday work setting. SPECIFIC ACTIVITIES: Each participant will: 1. Lectures 2. Demonstrations a. using software b. multi-media 3. Hands-on use a. program development b. testing and refining of program c. worksheet solutions d. production of computer programs I. graphics II. alphabetic III. numeric.

EVALUATION: To the satisfaction of the consultant, each individual will: 1. Complete activity worksheets 2. Produce a working program of : a. graphics b. testing and refining of program c. numeric information d. looping usage 3. Complete activities 4. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3003975 COMPONENT TITLE: Basic Computer Programming II MAXIMUM POINT VALUE: 30 SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed as an intermediate level course in computer programming in BASIC. It is assumed that the participant has completed component BASIC Computer Programming I or equivalent. SPECIFIC OBJECTIVES: Upon completion of the component, participants will: 1. Identify structured programming concepts 2. Identify use of “menus” in program design 3. Identify use of “sub-routines” 4. Identify input validation techniques 5. Identify “sort” concepts and techniques 6. Identify “read-data” storage 7. Identify screen layout design 8. Identify file concepts (data, fields, records, files) 9. Identify sequential files 10. Identify random files. SPECIFIC ACTIVITIES: Each participant will: 1. Attend lectures 2. Demonstrate the use of software 3. Demonstrate multi-media 4. Have hands-on use in: A. program development B. testing and refining of programs C. worksheet solutions D. production of computer programs I. use of sub-routine II. use of data validation III. mail-list program.

EVALUATION: To the satisfaction of the consultant, each individual will: 1. Complete activity worksheets 2. Produce a working program demonstrating: a. sub-routines b. use of data validation c. sorting d. mail-list concepts 3. Complete activities 4. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3007112 COMPONENT TITLE: Integrating Technology in the Math and Science Curriculum MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The purpose of this workshop is to teach teacher teams to select, use, and evaluate the appropriateness of technological applications for mathematics and science instruction. After completing guided practice using computers, videotapes, CD-ROM, videotapes and telecommunications, teams will use their expertise to integrate such technologies into their mathematics and science classroom teaching.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3007976 COMPONENT TITLE: Integrating Technology in Math/Science Elem. MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The participant will learn skills relative to the uses of technology in the teaching of mathematics and science in the elementary classroom. As a result of this training, the participant will be able to demonstrate knowledge of basic computer concepts, word processing, databases, spreadsheets, optical technology, telecommunications, probe ware and calculator use in their classrooms.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3407671 COMPONENT TITLE: School Media Center Awareness MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: Participants will learn to use resources provided in the school media center in order to enhance instruction.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3407673 COMPONENT TITLE: The Utilization of Audiovisual Materials in the Classroom MAXIMUM POINT VALUE: 20 SCOPE: Instructional Personnel GENERAL OBJECTIVES: To further the knowledge and broaden the competencies of participants in teaching with audiovisual materials. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. State the importance of teaching with audiovisual materials. 2. Identify the differences and similarities of each individual type of media. 3. Evaluate types of media. 4. List the components of the copyright laws and relate to individuals types of media. 5. Plan a lesson using an individual type of media. 6. Compile a bibliography of different types of media. 7. Identify sources of various types of media. 8. Set up and operate equipment related to the utilization of the selected audiovisual materials. SPECIFIC ACTIVITIES: Each participant will: 1. Attend lectures/discussions. 2. View examples of material housed at the District Instructional Media Center. 3. View examples of material housed at the individual school media center. 4. Review and evaluate specific titles for use in the individual teacher’s classroom. 5. Develop lesson plan using the individual type of media. 6. Share a lesson plan with the workshop participants. 7. Review the county media catalog. EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3512113 COMPONENT TITLE: Technology for Managing School Improvement MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The purpose of this training is to teach school teams to manage, analyze, and apply data for school improvement through the use of the technology and schema for problem-solving. As a part of the training, school teams will develop action plans which integrate the knowledge and skills learned. These action plans will then be implemented and evaluated in the school setting.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 3512117 COMPONENT TITLE: Technology in Math/Science MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The participants will learn skills relative to the uses of technology in teaching mathematics and science. As a result of this training, participants will be able to demonstrate knowledge of basic computer concepts, word processing, databases, spreadsheets, optical technology, telecommunications, probe ware, calculator, and specific software applications for teaching secondary science and math.



COMPONENT NUMBER: 4100862 COMPONENT TITLE: Skills in Instructional Diagnosis of the Learning Disabled Child

and Skills Individualizing Instruction for the Learning Disabled Child

MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will define assessment and use test data to relate diagnostic and assessment procedures for specific academic and processing problems. This knowledge will help proved individualized instruction for the SLD student.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 4101812 COMPONENT TITLE: Skills in Classroom and/or Behavioral Management MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will learn to use the decision-making model in precision teaching for effective and academic behaviors. This knowledge will allow the participant to apply these principles to the solving of classroom management problems.



COMPONENT NUMBER: 4101834 COMPONENT TITLE: Educational Management of Exceptional Students MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in educational management of exceptional students with emphasis on classroom organization, behavior management, and consultation skills. SPECIFIC OBJECTIVES: Upon completion of the component, participants will be able to:

1. Identify and explain assertive discipline. (EH 14-1) (VE 15-2)* 2. Identify and explain teacher effectiveness training. (EH 14-2) (VE 15-2) 3. Identify and explain the philosophy or characteristics of behavior modification. (EH 14-3)(VE 15-2) 4. Define functional analysis of behavior. 5. Analyze student behavior problems using an ABC Chart (Antecedent-Behavior-Consequence). 6. Describe basic procedures that can be used to increase behavior. 7. Describe methods of decreasing an undesirable behavior through the use of positive reinforcement. 8. Identify methods for assessing and selecting reinforcers. 9. Define Time Out and describe its different forms from least to most restrictive. 10. Discuss behavior problems for which Time Out probably would or would not be an effective intervention. 11. Identify and explain the psycho educational techniques. (EH 14-5) VE 15-2) 12. Identify and explain systematic physical intervention, and the legal issues associated with disciplinary

procedures. (EH 4-7) (VE 15-2) 13. Identify and explain reality therapy. (EH 4-7) (VE 15-2) 14. Identify active listening as management techniques. (EH 14-8) (VE 15-2) 15. Identify and explain stress management. (EH 14-9) (VE 15-2) 16. Identify environmental influences on behavior. (EH 14-10) (VE 16-1) 17. Identify and evaluate social/behavioral patterns from data, including systematic observation data. (EH 13-

11) (VE 16-3) 18. Organize structured environment, apply effective discipline strategies to specific situations and evaluate

the effectiveness of interventions. (EH 15-1) (VE 17-1) (VE 15-3) (VE 17-10) (MH 14-2) 19. Establish consistent expectations. (EH 15-2) (VE 17-20 20. Develop success-oriented activities. (EH 15-3) (VE 17-3) 21. Develop a plan for progressing from directed to self-directed activities. (EH 15-4) (VE 17-4) 22. Implement student self-monitoring procedures for the development of self control. 23. Adapt for transitions. (EH 15-5) (VE 17-5) 24. Develop a behavior management plan. (EH 15-6) (VE 17-6) 25. Discuss the basic tenants of non-aversive behavior management. 26. Establish a plan for social skills development. (EH 17-7) (VE 17-7) 27. Demonstrate proficiency in establishing a data-based student evaluation system. (EH 16-1) 28. Identify resource personnel available for professional feedback. (EH 16-2) 29. Identify effective methods of communicating with administrators, regular education teachers,

multidisciplinary personnel, parents, and students. (EH 17-1) (SLD 16-2) (VE 18-1) 30. Identify characteristics of an effective team member. (EH 17-2) VE 18-3) 31. Differentiate between anecdotal information related to behavior management. (MH 14-1)


1. Demonstrate an understanding of required concepts presented through a variety of print and audio-visual materials, multimedia presentations, and discussions by completing quizzes, tests, or other written assignment.

2. Will develop a list of seven resource personnel from whom they would be most likely to seek professional feedback, and collate their lists to make a class master list.

3. Will role play situations involving techniques for a. physical intervention b. active listing c. reinforcement d. stress management (relaxation), and e. effective communication (on topics such as mainstreaming, reassignment of an inappropriately

placed student, or moving a student to a more restrictive settings.) 4. Will develop an individual behavior management plan based on functional analysis, including

assessment and selection of reinforcers, and will employ procedures for accelerating and decelerating behavior based on the functional analysis.

5. Will develop a group behavior management plan taking into consideration group contingencies, point systems, level systems, team rewards, and cooperative learning.

6. Will complete a project demonstrating competence in the implementation of student self-monitoring procedure.

7. Will perform a positive environment checklist on their respective classrooms. 8. Use the completed environment checklist. Participants will design a structured environment, taking into

account scheduling, classroom rules, physical arrangement of materials and equipment, motivation or reinforcement systems, consequences, task interspersonal, and time out.







COMPONENT NUMBER: 4102833 COMPONENT TITLE: Assessment of Exceptional Students MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in assessment of exceptional students for instructional planning, with emphasis on formal and informal evaluation techniques and the interpretation, application, and communication of results. SPECIFIC OBJECTIVES: Upon completion of the component, participants will demonstrate the ability to:

1. Identify the purpose of assessment. (EH 3-1) (MH 3-1) (SLD 3-1) (VE 3-1)* 2. Recognize criteria and procedures for the evaluation of exceptional students. 3. Identify the minimum assessment requirements mandated by federal and state laws. 4. Describe the multi-disciplinary evaluation process. 5. Identify legal and ethical issues related to confidential student information. (VE 1-4) 6. Apply appropriate ethical standards in communicating assessment results to parents and other

professionals. 7. Synthesize student assessment information for use in IEP development. 8. Differentiate between formal/informal tests. (MH 3-2) (SLD 3-3) (VE 3-3) 9. Demonstrate the ability to differentiate between formal/standardized tests and criterion-referenced tests.

(EH 3-3) 10. Differentiate between use of formal/informal assessments/tests, and select them as circumstances require.

(EH 3-4) (MH 3-3) (SLD 3-4) (VE 3-4) (VE 3-9) (VE 3-11) 11. Define measurement terminology used in assessment of students. (EH 3-2) 12. Describe a systematic method of using archival records for student assessment. 13. Describe methods for systematic screening of students for school readiness, and sensory, language, and

behavior disorders. 14. Define and describe curriculum-based assessment. 15. Interpret the results of formal/informal academic assessments/tests. (EH 3-5) (MH 3-4) (SLD 3-5) (VE

3-5) 16. Interpret and utilize, as they relate to classroom instruction, the results of formal/informal intelligence

tests. (EH 3-6) (MH 3-5) (SLD 3-6) (VE 3-6) (VE 3-2) 17. Interpret the results of formal/informal social/emotional assessments/tests, as they relate to classroom

instruction. (EH 3-7) (MH 3-6) (SLD 3-7) (VE 3-7) 18. Interpret the results of formal/informal assessments/tests, as they relate to classroom instruction. (EH 3-8)

MH 3-7) SLD 3-8) (VE 3-8) (VE 3-11) 19. Describe the purpose of Tests of Adaptive Behavior, citing the domains typically assessed. 20. Identify social/behavioral PATTERNS FROM DATA. (EH 14-11) (VE 16-2) 21. Select appropriate instruments for developmental, academic, social, and behavioral assessment. (VE 3-

11) 22. Analyze and integrate evaluative data into individual educational planning. (VE 11-3) 23. Demonstrate appropriate test administration techniques to assess educational progress. 24. Identify guidelines for group administration of tests to exceptional students.

25. Select and interpret screening and testing instruments based on multicultural considerations. 26. Synthesize student assessment information to determine student learning styles. 27. Select and apply appropriate data-based instructional measures. (EH 3-9) (SLD 3-9) (VE 3-12) 28. Identify social/behavioral patterns from systematic observations. (EH 14-12) (VE 16-3) 29. Assess student performance using Precision Teaching methods. 30. Pinpoint and record data for discrete and continuous behaviors. 31. Develop appropriate re-evaluation recommendations based on comparison of archival information with

students’ current functioning. 32. Identify and interpret psychometric properties of tests. (SLD 3-2 (VE 3-2)



2. Participate in a simulated meeting of the Student Success Team. The simulation will address screening of students and offer practice in a search of archival records for student assessment data.

3. Practice use and administration of assessment instruments commonly used in special education. 4. Be given an individual case study, participants will select an appropriate assessment battery. 5. Be given assessment results for an individual child, participants will interpret test results, determine

student learning styles, and develop an appropriate instructional program. 6. Attend a presentation on assessment routines of school psychologist and multicultural assessment given by

a school psychologist. 7. Perform direct observation and measurement of discrete and continuous behavior. 8. Complete a project using precision teaching and curriculum based assessment, demonstrating the

appropriate test administration techniques for assessing educational progress.






MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 4401582 COMPONENT TITLE: Assessment (non-ESE) MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to broaden the knowledge and increase the competencies of individuals in assessment. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Construct and utilize a variety of assessments based on stated objectives. 2. Use assessment techniques appropriate to student needs on a regular basis. 3. Maintain an atmosphere conducive to assessment. 4. Provide appropriate feedback to students and parents. 5. Recognize patterns of physical, social, emotional, and academic development in all students. 6. Regularly document student performance in a variety of appropriate ways. 7. Refer students with special needs for appropriate assistance. 8. Respond to the individual needs, aptitudes, talents, and learning styles of students by using a variety of

assessment techniques. 9. Review multiple student performance data including both state and local required assessment. 10. List materials used in improving test scores. 11. Identify the purpose of improving test scores. 12. Differentiate between formal and informal assessments/tests. 13. Identify available and current materials in improving test scores. 14. Synthesize student assessment information to determine student learning styles in order to improve test

scores. 15. Interpret the results of formal/informal tests as they relate to classroom instruction. 16. Identify the elements of effective test construction. 17. Recognize multicultural and other differences in improving test scores. 18. Define reliability. 19. Define validity. 20. Discuss quality control. 21. Explain the need for characteristics. 22. List assessment alternatives. 23. Develop classroom assessments. 24. Design performance activities and assessments. 25. Develop group performance activities. 26. Facilitate group performance. 27. Facilitate group assessment. 28. Interpret individual scores from standardized tests. 29. Understand how effective rubrics are developed. 30. Use rubrics to determine student learning.


1. Take part in lecture, demonstration, and discussion concerning research in various types of assessment. 2. Develop criterion-referenced tests from content material. 3. Construct assessment related to specific objectives. 4. Develop performance-based assessment related to particular content areas. 5. Critique already established rubrics. 6. Construct rubrics that are project-based, specific content based, and/or activity based. 7. Develop a portfolio containing different types of tests to be used for their particular subject area. 8. Show the correlation of course objectives to course evaluation using information viable to their particular

subject area.






MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 4406804 COMPONENT TITLE: Cooperative Consultation MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will increase knowledge competencies in collaborative problem solving. This knowledge will provide supplementary instructional support for exceptional students who are mainstreamed in basic and vocational education classes.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 5101800 COMPONENT TITLE: Behavior Management and Affective Development for Exceptional Students MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: Participants will gather working knowledge of appropriate methods for effective student behavior management. This knowledge will be demonstrated by designing an affective development plan.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 5101801 COMPONENT TITLE: Behavior Problems in the Schools MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will increase knowledge of the different theoretical models use with a typical behavior identification procedures and change agents. This knowledge will improve interventions used in the exceptional student education classroom.



COMPONENT NUMBER: 5101826 COMPONENT TITLE: Behavior Management for Exceptional Students I - Varying Exceptionalities MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in behavior management techniques effective for use with exceptional students, including those who are emotionally handicapped; specific learning disabled; or educable, trainable, or profoundly handicapped. Techniques emphasize applications of theories, crisis intervention and prevention, legal consideration, and counseling skills. SPECIFIC OBJECTIVES: Upon successful completion of this component, each participant will be able to:

1. Describe and explain behavior modification in terms of respondent conditioning and operant conditioning, including the role of reinforcers and relative merits of behavior techniques.

2. Compare and contrast the concepts of discipline and punishment in educational settings. 3. Identify environmental influences on behavior. (EH 14-10), (VE 16-1) 4. Demonstrate the surface behavior management approach, signal interference, hurdle, help, antiseptic

bounding, and proximity control. 5. Compare and contrast verbal and nonverbal dynamics in relationships between students and teachers and

between parents and teachers. 6. Demonstrate the techniques to use when intervening in an aggressive situation. 7. Describe factors that precipitate aggressive behaviors in children and youth with severe emotional

disabilities. 8. Identify developmental social-affective skills for individuals and groups including effects of cultural

diversity. (VE 16-2) 9. Apply interventions that promote age-appropriate social skills for individuals and groups. 10. Describe nonverbal communication, emphasis on positive gains rather than negative setbacks and cultural

conditions. 11. Describe age appropriate rules and reinforcers in a classroom for children and youth at elementary and

secondary levels. 12. Design, implement, and adjust behavioral interventions based on developmental age level and cultural

diversity. (MH 14-2), (VE 17-10) 13. Discuss techniques for integrating efforts and services in multidisciplinary intervention. 14. Demonstrate team and consultative skills in working with mainstream teachers, parents, and related

services personnel. (SLD 15-4), (VE 18-2), (VE 18-3) 15. Write an appropriate IEP goal with objectives for improving specific academic and social behaviors of

children. (EH 11-3) 16. Explain the differences between functional and topographical definitions of behavior. 17. Identify components and methods of observing and recording behavior in the full range of the service

delivery continuum. (VE 16-3) 18. Identify the users of technology in behavior management programs.

19. Demonstrate knowledge of proper methods used for increasing or reducing behaviors through positive

reinforcers, response cost, time out, over correction, providing consequences and secured seclusion, and of cultural considerations that may influence methods.

20. Describe the implementation of a token economy to be used with children and youth with disabilities in elementary and secondary classrooms.

21. Compare and contrast assisting children and youth in gaining control over their behavior and adult management of their behavior. (EH 15-4), (EH 15-6)

22. Explain behavioral chains and how they can help to weaken an undesirable behavior through response interruption techniques.

23. Describe strategies for generalizing and maintaining improved behavior. 24. Demonstrate the ability to develop, implement, evaluate, and modify a classroom behavior management

system that leads to self-management in individual and group settings. (EH 15-1), (EH 15-4), (EH 11-11), (VE 17-4)

25. Design and describe the concept of students self-monitoring and explain its uses in behavior control. (EH 15-6)

26. Identify and explain management skills and teaching techniques for improving student motivation and cooperation for elementary and secondary students.

27. Explain motivational concepts which emphasize a self-determining behavior versus fate including attribution theory, learned helplessness, importance of balance between work and play, the pleasure that results from accomplishments and success, issues of power and its influence and negative and positive cycle behavior. (EH 11-9)

28. Identify techniques that can be used to develop and enhance self-concept of children and youth with disabilities.

29. Discuss basic counseling skills with children and youth with disabilities, such as the Premack Principle, Glasser’s Theory, behavioral contracts, commercial behavior management programs, and assertive discipline.

30. Discuss the basic counseling skills with children and youth with disabilities, such as Teacher Effectiveness Training, transactional analysis, and group counseling for students to brainstorm appropriate ways to solve problems.

31. Discuss the importance of consistency in behavior management at home, throughout the school system, and throughout the community. (EH 15-2)

32. Design, plan, and implement behavior management at home, throughout the school system, and throughout the community. (EH 15-2)

33. Demonstrate the ability to develop, implement, evaluate, and modify a management system, and throughout the community. (EH 17-1), (EH 17-3)

SPECIFIC ACTIVITIES: A detailed description of all component activities can be found in the Florida Alternatives\Nature and Needs of Exceptional Students: Instructor’s Manual, developed through the Alternative Training Initiative Project and coordinated by FDLRS/South, under the auspices of the Florida Department of Education, Division of Public Schools, Bureau of Education for Exceptional Students, and Division of Human Resources Development, Bureau of Teacher Education. A copy of this Instructor’s Manual and a Student-Colleague’s Resource Book may be obtained from:




Learning activities in which students-colleagues will participate during the delivery of this component include]: • Take pre/post tests • Practice writing IEPs • Listen to mini-lectures • Practice graphing and interpreting data • Write portfolio entries/activities • Listen to guest presenters • Participate in small group • Take quizzes discussion/activities • Devise a token economy program • Develop and participate in • Brainstorming role plays • Perform the backward and implement a forward • Do out of class activities backward chain in their classroom • View videos • Discuss case studies • Participate in large group discussions • Design and implement a self-management • Complete assigned readings program • Do classroom observations • Participate in a simulation • Observe a demonstration EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 5101827 COMPONENT TITLE: Behavior Management for Exceptional Students II Varying Exceptionalities MAXIMUM POINT VALUE: 20 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in behavior management techniques effective for use with exceptional students, including those who are emotionally handicapped; specific learning disabilities, or educable, trainable, or profoundly handicapped. Techniques emphasize applications of theories, crisis intervention and prevention, legal consideration, and counseling skills. SPECIFIC OBJECTIVES: Upon successful completion of this component, each participant will be able to:

1. List and describe the essential components needed to create a therapeutic classroom. (EH 15-1), (VE 15-1) 2. Demonstrate techniques for de-escalating behavior of children and youth who are acting out. (EH 14-6) 3. Describe skills of nonviolent systematic physical crisis management and discuss appropriate uses and

precautions. (EH 14-6) 4. Demonstrate crisis counseling with children and youth. 5. Explain the laws governing the suspension and expulsion of children and youth with severe

emotionaldisabilities. (EH 1-1) 6. Demonstrate knowledge of assessment instruments and techniques appropriate in identifying and meeting

the affective and behavior needs of children and youth with emotional disabilities and ability to communicate results with parents. (EH 17-3), (VE 11-2), (VE 11-3)

7. Discuss the basic methods and assumptions of cognitive behavior modification. 8. Describe how to implement a hierarchy of interventions along a continuum of least to most restrictive. 9. Develop a behavior classroom management plan that will address the specific academic and behavioral

needs of children and youth with emotional disabilities. (EH 15-6) 10. Demonstrate the ability to design, implement, operate, evaluate, and adjust a point system and levels

system, and integrate these into an effective behavioral management plan.


Clearing house/Information Center Bureau of Education for Exceptional Students



Learning activities in which students-colleagues will participate during the delivery of this component includes:

• Take pre/post tests • Practice writing IEPs • Listen to mini-lectures • Practice graphing and • Write portfolio entries/reflections interpreting data • Participate in small group • Perform the backward discussions/activities chain and implement a • Complete assigned readings forward or backward chain • Do classroom observations • Devise a token economy program • View videos SPECIFIC ACTIVITIES: • Participate in large group • Take quizzes discussions • Brainstorm • Develop and participate in • Listen to guest presenters role playing • Discuss case studies • Do out of class activities • Design and implement a • Develop and implement behavioral self-management program interventions • Participate in a simulation • Observe a demonstration EVALUATION: To the satisfaction of the consultant, each individual will:






COMPONENT NUMBER: 5101840 COMPONENT TITLE: Behavior Management for Exceptional Students I - Mentally Handicapped MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in behavior management techniques effective for use with exceptional students, including those who are emotionally handicapped; specific learning disabled, or educable, trainable, or profoundly handicapped. Techniques emphasized applications of theories, crisis intervention and prevention, legal consideration, and counseling skills. SPECIFIC OBJECTIVES: Upon completion of the component, participants will have acquired competencies to:

1. Describe and explain behavior modification in terms of respondent conditioning and operant

conditioning, including the role of reinforcers and relative merits of behavior techniques. 2. Compare and contrast the concepts of discipline and punishment in educational settings. 3. Identify environmental influences on behavior. (EH 14-10), (VE 16-1) 4. Demonstrate the surface behavior management approach, signal interference, hurdle, help, antiseptic

bounding, and proximity control 5. Compare and contrast verbal and nonverbal dynamics in relationships between students and teachers







services personnel. (SLD 15-4º, (VE 18-2), (VE 18-3) 15. Write an appropriate IEP goal with objectives for improving specific academic and social behaviors of


delivery continuum. (VE 16-3) 18. Identify the user of technology in behavior management programs. 19. Demonstrate knowledge of proper methods used for increasing or reducing behaviors through positive

reinforcers, response costs, time out, over-correction, providing consequences and secured seclusion, and of cultural considerations that may influence methods.


21. Compare and contrast assisting children and youth in gaining control over their behavior and adult

management of their behavior. (EH 15-4), (EH 15-6) 22. Explain behavioral chains and how they can help to weaken an undesirable behavior through response

interruption techniques. 23. Describe strategies for generalizing and maintaining improved behavior. 24. Demonstrate the ability to develop, implement, evaluate, and modify a classroom behavior management

system that leads to self-management in individual and group settings. (EH 15-4), (EH 11-11) (VE 17-4) 25. Design and describe the concept of students self-monitoring and explain its uses in behavior control. (EH

15-60) 26. Identify and explain management skills and teaching techniques for improving student motivation and

cooperation for elementary and secondary students. 27. Explain motivational concepts which emphasize self-determining behavior versus fate including

attribution theory, learned helplessness, importance of balance between work and play, the pleasure that results from accomplishments and success, issues of power and its influences and negative and positive cycle behavior. (EH 11-9K)


29. Discuss basic counseling skills with children and youth with disabilities, such as The Premack Principle, Glasser’s Theory, behavioral contracts, commercial behavior management programs, and assertive discipline.




33. Demonstrate the ability to develop, implement, evaluate, and modify a management system, cooperatively at home, throughout the school system, and throughout the community. (EH 17- 1), (EH 17-3)






Learning activities in which student-colleagues will participate during the delivery of this component include: • Take pre/post tests • Practice writing IEP’S • Listen to mini-lectures • Practice graphing and • Write portfolio entries/ interpreting data activities • Listen to guest presenters • Participate in small group • Take quizzes discussion/activities • Devise a token economy program

• Develop and participate in • Brainstorming

role plays • Perform the backward chain and implement a forward and backward

• Do out of class activities chain in their classroom • View videos • Participate in large group discussions • Discuss case studies • Design and implement a self- • Complete assigned readings management program • Do classroom observations • Participate in a simulation • Observe a demonstration EVALUATION: To the satisfaction of the consultant, each individual will:






COMPONENT NUMBER: 5101844 COMPONENT TITLE: Methods of Behavioral Management for Teachers of the Emotionally Handicapped MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will learn skills in the analysis of the principles of behavior management and precision teaching. Demonstration of this knowledge will improve application of these principles to the solving of classroom management problems.



COMPONENT NUMBER: 5101848 COMPONENT TITLE: Behavior Management for Exceptional Students II Varying Exceptionalities MAXIMUM POINT VALUE: 20 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in behavior management techniques effective for use with exceptional students, including those who are emotionally handicapped; specific learning disabled, or educable, trainable, or profoundly handicapped. Techniques emphasize applications of theories, crisis intervention and prevention, legal consideration, and counseling skills. SPECIFIC OBJECTIVES: Upon successful completion of this component, each participant will be able to:


precautions. (EH 14-6) 4. Demonstrate crisis counseling with children and youth. 5. Explain the laws governing the suspension and expulsion of children and youth with severe emotional

disabilities. (EH 1-1) 6. Demonstrate knowledge of assessment instruments and techniques appropriate in identifying and meeting






Clearing house/Information Center




Learning activities in which students-colleagues will participate during the delivery of this component include:

• Take pre/post tests • Practice writing IEPs • Listen to mini-lectures • Practice graphing and • Write portfolio entries/reflections interpreting data • Participate in small group • Perform the backward discussions/activities chain and implement a • Complete assigned readings forward or backward chain • Do classroom observations • Devise a token economy program • View videos • Participate in large group • Take quizzes discussions • Brainstorm • Develop and participate in • Listen to guest presenters role playing • Discuss case studies • Do out of class activities • Design and implement a • Develop and implement behavioral self-management program interventions • Participate in a simulation EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 5101864 COMPONENT TITLE: Behavior Management for Exceptional Students I - Specific Learning Disabled MAXIMUM POINT VALUE: 60 SCOPE: Teachers GENERAL OBJECTIVES: To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in behavior management techniques effective for use with exceptional students, including those who are emotionally handicapped; specific learning disabled; or educable, trainable, or profoundly handicapped. Techniques emphasize applications of theories, crisis intervention and prevention, legal considerations, and counseling skills. SPECIFIC OBJECTIVES: Upon completion of the component, participants will have acquired competencies to:









diversity. (MH 14-2), (VE 17-10) 13. Discuss techniques for integrating efforts and services in multidisciplinary intervention. 14. Demonstrate team and consultative skills in working with mainstream teachers, parents, and related services

personnel. (SLD 15-4º, (VE 18-2), (VE 18-3) 15. Write an appropriate IEP goal with objectives for improving specific academic and social behaviors of

















33. Demonstrate the ability to develop, implement, evaluate, and modify a management system cooperatively at home, throughout the school system, and throughout the community. (EH 17-1), (EH 17-3)






• Develop and participate in • Brainstorming role plays • Discuss case studies

Perform the backward chain and implement

a forward and backward chain in their classroom • Do out of class activities • Design and implement a self- • View videos management program • Participate in large group • Participate in a simulation discussions • Complete assigned readings • Do classroom observations • Observe a demonstration EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 5515230 COMPONENT TITLE: Behavior Management in Transportation MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to broaden the knowledge and increase the competencies of individuals in transportation behavior management. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Determine the importance of behavior management. 2. List the four steps to assertive discipline. 3. Assess various behavior situations. 4. Effectively handle various behavior situations. 5. Define power and control. 6. Distinguish between power and intimidation. 7. State the personal cost of ignoring student behavior. 8. Predict certain characteristics of student behavior. 9. Encourage significant changes in chaotic and unpredictable behavior. 10. List the strategies for managing young riders. 11. Develop a personal behavior plan. 12. Give directives. 13. Stop disruptive behavior. 14. Demonstrate discipline with groups. 15. Determine the importance of early interventions. 16. Encourage plans for positive future behavior. 17. Understand group dynamics. 18. Build support through brief communication. 19. Gather information through the effective use of questions. 21. Give positive and specific feedback. 22. List the four steps for stopping disruptive behavior. 23. Speak and act assertively. 24. Develop rules, consequences, and rewards. 25. Avoid combative situations. 26. State the benefits of being consistent. 27. Manage different types of student behaviors. 28. Use the Assertive Discipline Plan effectively. 29. Demonstrate positive reinforcement. 30. Evaluate the training received.


1. Take part in lecture, demonstration, and discussion concerning effective behavior management. 2. Take part in lecture, demonstration, and discussion of assertive discipline techniques. 3. Take part in lecture, demonstration, and discussion of strategies for dealing with young riders. 4. Take part in lecture, demonstration, and discussion of assessment of behavior situations and determine

effective behavior management.







COMPONENT NUMBER: 6103869 COMPONENT TITLE: Restraint Techniques for ESE MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: As a result of this training, participants will have the skills to implement the proper techniques for handling physically disruptive students which includes proper restraint and behavior management techniques, as well as personal injury avoidance techniques. Participants will also gain knowledge of the legal issues relative to the restraint of Emotionally Handicapped and Severely Emotionally Disturbed students.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 6403017 COMPONENT TITLE: Alcohol and Drug Abuse MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: To enable the participants to increase their knowledge of substance abuse, prevention and pharmacology. SPECIFIC OBJECTIVES: At the conclusion of the component the participant will: 1. Identify basic substance abuse. 2. Recognize the signs and symptoms of substance abuse. 3. Describe techniques of prevention and rehabilitation. 4. Identify the agencies available in the county dealing with substance abuse. 5. Identify the role of the school in prevention. 6. Plan a program of drug and alcohol awareness to be used in the classroom. SPECIFIC ACTIVITIES: Each participant will: 1. Attend lectures. 2. Participate in discussions. 3. View films. 4. Read and discuss pamphlets. EVALUATION: To the satisfaction of the consultant, each individual will:






COMPONENT NUMBER: 6403020 COMPONENT TITLE: Child Abuse and Reporting DATA ELEMENTS: Primary Purpose (PP) E Delivery Method (DM) A Follow-up Method (FM) F MAXIMUM POINT VALUE: 5 SCOPE: All Personnel Annually GENERAL OBJECTIVES: To provide training annually for participants in the area directed at identifying, preventing and reporting suspected child abuse as required under law.


1. Identify the signs and symptoms of child abuse. 2. Identify their rights and responsibilities regarding the reporting of suspected child abuse and neglect. 3. Identify the District’s policy for the reporting of suspected child abuse.


1. Attend lectures. 2. Review the statues, legislation and District policies relative to child abuse and abuse reporting. 3. Review literature and other materials relevant to child abuse and abuse.


1. Attend all sessions. 2. Complete all activities.



MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 6403500 COMPONENT TITLE: The Child and Death MAXIMUM POINT VALUE: 6 SCOPE: All Personnel GENERAL OBJECTIVES: To enable a classroom teacher to identify and assist students (individual and group) in dealing with death of a peer, family member of a student or a teacher. SPECIFIC OBJECTIVES: Upon completion of the component, the participant will demonstrate the ability to:

1. Select and identify an emotional/social problem with a student that has been emotionally involved with a death of a significant other in his/her life

2. Discuss grief/mourning symptoms and when they are continuing too long 3. Discuss community services for these emotional problems 4. Name a counseling approach to a child mourning the death of a significant other in his/her life 5. Identify two symptoms of prolonged for mismanaged mourning of a death 6. Identify the community resources available to assist in dealing with a death of a significant other in a

child’s life.

SPECIFIC ACTIVITIES: Participant will be involved in the following activities:

1. Attend lectures, discussions and demonstrations 2. Participate in simulation activities 3. View filmstrips, movies and videos.






MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 6403503 COMPONENT TITLE: Suicide Prevention and the Emotionally Disturbed Child MAXIMUM POINT VALUE: 20 SCOPE: All Personnel GENERAL OBJECTIVES: To acquire knowledge of suicide facts, myths, assessment/diagnosis, warning signs and referral techniques and resources. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Demonstrate awareness of the importance of being able to identify the warning signs of suicide. 2. Identify suicide facts indicated by research. 3. Identify erroneous beliefs about suicide. 4. Identify materials of the assessment/diagnosis process of suicide. 5. Identify the warning signs of suicide. 6. Identify the characteristics of an emotionally disturbed child. 7. Identify materials of the assessment/ diagnosis process of the emotionally disturbed child. 8. Demonstrate ability to develop a plan of action for dealing with potential suicide students. 9. Demonstrate ability to develop a plan of action for dealing with emotionally disturbed students. 10. Demonstrate an awareness of films, video tapes, books and other materials relevant to suicide prevention and the emotionally disturbed child.


1. Attend lectures. 2. Participate in discussions on individual concerns and problems in working with potentially suicidal

students. 3. Review different areas of suicide. 4. Develop a personal plan of action for working with the potential suicidal students. 5. Develop a personal plan of action for working with the emotionally disturbed student. 6. Review films, video tapes, books, and other materials relevant to suicide prevention and the

emotionally disturbed child. 7. Compile an extensive bibliography for future reference.






MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 6414652 COMPONENT TITLE: CPR/First Aid MAXIMUM POINT VALUE: 30 SCOPE: All Personnel GENERAL OBJECTIVES: To develop the knowledge and increase the competencies of the participant in the basic techniques and procedures of CPR and First Aid. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. Identify procedures to follow in specified health emergencies. 2. Administer mouth breathing, or alternate on an adult victim. 3. Administer one man CPR on an adult victim. 4. Administer the Heimlich Maneuver on a conscious adult victim. 5. Administer the Heimlich Maneuver on an unconscious adult victim. 6. Administer mouth to mouth or mouth to nose breathing on an infant or child. 7. Administer one man CPR on an infant or child. 8. Administer the Heimlich Maneuver on a conscious infant or child. 9. Administer the Heimlich Maneuver on an unconscious infant or child. 10. Identify types of wounds, infections, heat and cold injuries, poisoning, and fractures. 11. Apply different types of bandages according to wound or injury. 12. Treat different types of wounds or injuries. 13. Identify different health emergencies. 14. Identify steps in prevention of accidents or other health emergencies. SPECIFIC ACTIVITIES: Each participant will: 1. Attend lectures and discussions. 2. Attend demonstrations. 3. View film and/or video. 4. Participate in use of mannequins for the CPR procedures. 5. Participate in hands-on demonstration of use of bandages and splints with a partner. 6. Review literature and materials. 7. Take a pre- and post-test. EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 6414653 COMPONENT TITLE: AIDS (Acquired Immune Deficiency Syndrome) Education MAXIMUM POINT VALUE: 30 SCOPE: All Personnel GENERAL OBJECTIVES: To provide the participant with a general knowledge of the AIDS disease and its ramifications in order to teach students about AIDS and/or answer their questions. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. Discuss how the immune system functions under normal conditions. 2. Discuss how the immune system functions when attacked by the AIDS virus. 3. Identify where the AIDS virus has been isolated in the body. 4. Discuss the difference between HIV positive, ARC and AIDS. 5. Identify the ways in which AIDS is spread 6. Identify the ways in which AIDS is not spread. 7. Identify the high risk behaviors associated with AIDS. 8. Discuss what is meant by the term “safer sex”. 9. Discuss the economic impact on society due to AIDS. 10. Discuss what precautions should be taken at home or in the classroom with an AIDS patient. 11. Identify some of the symptoms associated with AIDS. 12. Identify those persons that might fall into the high risk category. 13. Identify age appropriate information for students. 14. Identify the test used for AIDS and their accuracy. 15. Identify the methods used for treating AIDS patients. 16. Discuss the history of AIDS. 17. Discuss the symptoms of central nervous system damage due to AIDS.

18. Discuss the present School Board policy for a student or employee in our school system that tested HIV positive.

19. Identify sources of information for AIDS education in the classroom. 20. Communicate with the public and media on AIDS issues. 21. Promote the child advocacy concept. SPECIFIC ACTIVITIES: Each participant will: 1. Attend a series of workshops. 2. Participates in discussions. 3. Review the School District School Board policy on students with AIDS for Health Services. 4. Attend district, regional, state and national conferences dealing with AIDS.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 6416591 COMPONENT TITLE: Professional Ethics DATA ELEMENTS: Primary Purpose (PP) C Delivery Method (DM) A/C Evaluation F Follow-up Method (FM) O MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: To provide training for participants in the area directed at identifying, preventing and reporting violations of the Code of Ethics of the Education Profession in Florida. SPECIFIC OBJECTIVES: Upon completion of the component, the participant will be able to recognize, understand and practice:

6B-1.001 Code of Ethics of the Education Profession in Florida

1. The educator values the worth and dignity of every person, the pursuit of truth, devotion to excellence, acquisition of knowledge, and the nurture of democratic citizenship. Essential to the achievement of these standards are the freedom to learn and to teach and the guarantee of equal opportunity for all.

2. The educator's primary professional concern will always be for the student and for the development of the student's potential. The educator will therefore strive for professional growth and will seek to exercise the best professional judgment and integrity.

3. Aware of the importance of maintaining the respect and confidence of one's colleagues, of students, of parents, and of other members of the community, the educator strives to achieve and sustain the highest degree of ethical conduct.

6B-1.006 Principles of Professional Conduct for the Education Profession in Florida



3. Obligation to the student requires that the individual: a. Shall make reasonable effort to protect the student from conditions harmful to learning and/or to the student's

mental and/or physical health and/or safety. b. Shall not unreasonably restrain a student from independent action in pursuit of learning. c. Shall not unreasonably deny a student access to diverse points of view. d. Shall not intentionally suppress or distort subject matter relevant to a student's academic program. e. Shall not intentionally expose a student to unnecessary embarrassment or disparagement. f. Shall not intentionally violate or deny a student's legal rights. g. Shall not harass or discriminate against any student on the basis of race, color, religion, sex, age, national or

ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation, or social and family background and shall make reasonable effort to assure that each student is protected from harassment or discrimination.

h. Shall not exploit a relationship with a student for personal gain or advantage. i. Shall keep in confidence personally identifiable information obtained in the course of professional service,

unless disclosure serves professional purposes or is required by law. 4. Obligation to the public requires that the individual: a. Shall take reasonable precautions to distinguish between personal views and those of any educational

institution or organization with which the individual is affiliated. b. Shall not intentionally distort or misrepresent facts concerning an educational matter in direct or indirect

public expression. c. Shall not use institutional privileges for personal gain or advantage. d. Shall accept no gratuity, gift, or favor that might influence professional judgment. e. Shall offer no gratuity, gift, or favor to obtain special advantages. 5. Obligation to the profession of education requires that the individual: a. Shall maintain honesty in all professional dealings. b. Shall not on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital

status, handicapping condition if otherwise qualified, or social and family background deny to a colleague professional benefits or advantages or participation in any professional organization.

c. Shall not interfere with a colleague's exercise of political or civil rights and responsibilities. d. Shall not engage in harassment or discriminatory conduct which unreasonably interferes with an individual's

performance of professional or work responsibilities or with the orderly processes of education or which creates a hostile, intimidating, abusive, offensive, or oppressive environment; and, further, shall make reasonable effort to assure that each individual is protected from such harassment or discrimination.

e. Shall not make malicious or intentionally false statements about a colleague. f. Shall not use coercive means or promise special treatment to influence professional judgments of colleagues. g. Shall not misrepresent one's own professional qualifications. h. Shall not submit fraudulent information on any document in connection with professional activities. i. Shall not make any fraudulent statement or fail to disclose a material fact in one's own or another's

application for a professional position. j. Shall not withhold information regarding a position from an applicant or misrepresent an assignment or

conditions of employment. k. Shall provide upon the request of the certificated individual a written statement of specific reason for

recommendations that lead to the denial of increments, significant changes in employment, or termination of employment.





p. Shall comply with the conditions of an order of the Education Practices Commission. q. Shall, as the supervising administrator, cooperate with the Education Practices Commission in monitoring the

probation of a subordinate.


1. Attend lectures. 2. Review the statutes, legislation and District policies relative to Principles of Professional Conduct for the

Education Profession in Florida 3. Review literature and other materials relevant to Professional Principles and Ethics


1. Attend all sessions 2. Complete all activities



MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 6510021 COMPONENT TITLE: Right to Know MAXIMUM POINT VALUE: 10 SCOPE: All Personnel GENERAL OBJECTIVES: Participants will increase their knowledge and awareness of the Right to Know law and how it effects the employee and the employer. SPECIFIC OBJECTIVES: Upon completion of the component, each participant will demonstrate the ability to: 1. Describe the Right to Know law and its characteristics. 2. Explain the requirements of the law as they pertain to the employer. 3. Describe a MSDS or Material Safety Data Sheet. 4. Identify health hazard on a MSDS. 5. Identify special safety precautions on a MSDS. 6. Identify the acute and chronic health effects of chemicals. 7. Discuss the safe handling of chemicals used at the work site. SPECIFIC ACTIVITIES: Each participant will: 1. Attend all meetings and lectures. 2. Participate in all group meetings, workshops and demonstrations. 3. Review statutes and legislation regarding the Right to Know law. EVALUATION: To the satisfaction of the consultant, each individual will: 1. Complete assigned activities. 2. Demonstrate increase competency in at least 80% of the objectives as determined by a pre- and post-assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 6510263 COMPONENT TITLE: Asbestos--General Awareness MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: Participants will increase their knowledge and awareness of the use of asbestos in public buildings and increase their knowledge and skill with asbestos containment or removal. Participants will become familiar with the legal implications of asbestos and procedures for removing or containing. SPECIFIC OBJECTIVES: Upon completion of the component, each participant will demonstrate the ability to: 1. Describe asbestos and its characteristics. 2. Explain asbestos types and usage of asbestos in construction. 3. State common uses of asbestos exposure. 5. Discus the legal implications of asbestos in construction. 6. Select appropriate clothing and equipment for handling asbestos. 7. Test safety equipment for proper fit and protection. 8. Relate the legal requirements of providing personal protection devices. 9. Identify circumstances contributing to fiber release. 10. Select an appropriate method of controlling an minimizing exposure potential. 11. Determine corrective action alternatives when friable asbestos is found to be present in structures. 12. Discuss Federal regulations established by OSHA and EPA. 13. State conditions under which asbestos may be used in construction. 14. Develop a plan for demolition or renovation of a structure containing asbestos. 15. Develop a plan for disposing of asbestos waste materials. 16. Discuss the (Asbestos in Schools) rule. 17. Organize a testing/sampling program for asbestos. 18. Test a structure for asbestos. SPECIFIC ACTIVITIES: Each participant will: 1. Attend all meetings and lectures. 2. Participate in all group meetings, workshops and demonstrations. 3. Review the statutes and legislation regarding asbestos detection and confinement or removal. EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 6510972 COMPONENT TITLE: Radon Identification MAXIMUM POINT VALUE: 30 SCOPE: All Personnel GENERAL OBJECTIVES: Participants will increase their knowledge, awareness and skills required in the measurement and mitigation of radon gas. Participants will become familiar with various devices and legal aspects in dealing with radon gas. SPECIFIC OBJECTIVES: Upon completion of the component, each participant will demonstrate the ability to: 1. Define radon gas. 2. Identify sources of radon gas. 3. State the effects and potential dangers of radon contamination. 4. Explain legislative requirements for identification, containment, and elimination of radon hazards. 5. Identify responsibility for testing of buildings and structures. 6. Select methods of radon testing. 7. Differentiate between various measuring devices of radon gas. 8. Devise a plan for mitigating radon gas when detected. SPECIFIC ACTIVITIES: Each participant will: 1. Participate in all discussions and activities. 2. Attend lectures. 3. Review the statutes and legislation regarding radon testing and confinement. EVALUATION: To the satisfaction of the consultant, each individual will:






COMPONENT NUMBER: 6511019 COMPONENT TITLE: School Safety MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to broaden the knowledge and increase the competencies of the participant in school safety and security. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Determine the importance of behavior management. 2. List the four stages of assertive discipline. 3. Implement effective school security policies, procedures, and programs. 4. Identify techniques for awareness of security issues. 5. Develop balanced levels of prevention, intervention, and enforcement strategies. 6. Access the school security technology centers established by the Legislature. 7. Identify state and national school safety statistics. 8. Develop “what if” situations to be included in all crises guidelines. 9. Determine effective action for various “what if” situations. 10. Recognize that gang membership crosses all boundaries of age, sex, race, academic achievement and

economic status. 11. Recognize denial, politics, and other program obstacles in addressing gang issues. 12. Recognize and interpret graffiti and many other gang identifiers. 13. Determine the number of gangs or amount of gang activity in their school. 14. List tips for reducing personal safety risks for school personnel. 15. Recognize reasons for collaborating with the broader school community. 16. Develop security assessments. 17. Identify popular security strategies. 18. Provide a realistic and perceptive approach to school safety. 19. Acknowledge the importance of using staff and parents to monitor student movement in and around the

school. 20. Recognize the need for students, parents, and teachers to have an outlet where they can report threatening

situations to authorities (Violence Hotline). 21. Review discipline and dress codes to ensure that they are appropriate for the student population and that

they are contributing to a safe, orderly school environment. 22. Develop strategies for consistent discipline practice and for administrative support for teachers. 23. Recognize the importance of conflict resolution programs. 24. Assess various behavior situations. 25. Effectively manage various behavioral situations. 26. Develop procedures for managing school security. 27. Establish a recognition and reward system to provide a positive approach to curbing student disruptions

and violent behavior. 28. Utilize surveillance videos for student movement. 29. Utilize random checks of lockers and possessions.


1. Interpret and paraphrase readings related to the various aspects of school safety and security. 2. Participate in discussions relating to appropriate topics. 3. Assess and/or critique presentations based on knowledge of subject matter. 4. Participate in presentations by guest speakers. 5. View videos in order to analyze content. 6. Participate in individual and group study activities. 7. Review and evaluate various school safety techniques. 8. Set up a hotline for student use. 9. Schedule an assembly for viewing of a video. 10. Role play verbal confrontation situations and how to increase a good outcome. 11. Role play with students tips on personal safety risks and how to avoid them. 12. Monitor a school site for a day and list the potential risks on safety. 13. List positive outcomes of potential risks at a school site and how to achieve them. 14. Set up a surveillance monitoring system.






MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 6515225 COMPONENT TITLE: Bus Safety Training Program MAXIMUM POINT VALUE: 30 SCOPE: Non-instructional GENERAL OBJECTIVES: To develop the knowledge and increase the competencies of the participant in the areas of bus safety and responsibilities of the bus driver. SPECIFIC OBJECTIVES: Upon successful completion of the component, participants will demonstrate the ability to: 1. State the school bus driver’s role and responsibilities. 2. Identify parts of the school bus. 3. Describe problems of the schools bus. 4. Describe the school bus vehicle inspections. 5. Explain the school bus vehicle operations. 6. Explain the school bus traffic control devices. 8. Explain the school bus accident procedures. 9. Explain the loading and unloading procedures of the school bus passengers in different situations. 10. Describe school bus passenger management. 11. Explain various problems and how to handle exceptional education students. 12. Identify the information necessary in planning and executing field trips. 13. Demonstrate behind the wheel techniques. SPECIFIC ACTIVITIES: Each participant will: 1. Attend lectures and discussions. 2. Participate in hands-on use of materials and equipment. 3. Attend demonstrations. 4. Review literature and materials. 5. Visit other programs. 6. View films, video tapes, filmstrips and other available media. 7. Participate in individualized instruction based on intra-personal skills. EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 7400712 COMPONENT TITLE: School Curriculum MAXIMUM POINT VALUE: 60 SCOPE: Instructional/Administrators GENERAL OBJECTIVES: To increase participant’s awareness, understanding, practice, and application of the developmental processes for establishing and implementing the school curriculum. SPECIFIC OBJECTIVES: Upon completion of the component, participants will demonstrate the ability to: 1. List components of school curriculum philosophy consistent with current district and state philosophy, laws, regulation and policy. 2. Utilize information based on current technology and research. 3. Develop procedures for the design or re-design of curriculum planning. 4. Develop producers for the selection of materials necessary to implement the curriculum design. 5. Develop plans for the monitoring of the curriculum implementation. 6. Develop procedures for the evaluation of the process and product in the implementation of the curriculum. SPECIFIC ACTIVITIES: Participant will participate in a variety of activities from the following list: 1. College or non-credit course work. 2. Workshops 3. Conferences or conventions. 4. Consultant, technical assistant. 5. Visitation 6. Travel (educational) 7. Individualized modules.

EVALUATION: Demonstrate increased competency in at least 80% of the objectives as determined by a pre-and post-assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). Success may be determined by one or more of the following: 1. Achieve 80% accuracy on a written examination. 2. Receive a grade of “C” or better from a college or university. 3. Complete a written evaluation in the form specified by the instructor. 4. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job performance. 5. Demonstrate proficiency in a selected activity while being observed by designated personnel. 6. Submit lesson plans which reflect implementations of targeted objectives to designed personnel. 7. Develop a product which demonstrates utilization of skills or knowledge gained. In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 7410715 COMPONENT TITLE: School Law MAXIMUM POINT VALUE: 60 SCOPE: Administrators and Teachers GENERAL OBJECTIVES: To provide the participant with a knowledge base of Florida law as it affects the operation of a school. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. Compile a list of key components of Florida school law with implications for administrators. 2. Identify changes in Florida school law as a result of recent legislation in terms of background, intent, and implications. 3. Identify steps in documenting personnel actions for possible use in due process procedures. 4. Identify strategies to communicate with staff aspects of school law applicable to classroom/job-role/instruction. 5. Summarize legal issues in decision making which are determined by law in respect to the rights of students, teachers, administrators, and parents. 6. Outline areas of school law and school regulations which affect teacher selection, inservice evaluation, and staff dismissal. 7. Identify human resources development models which affect the professional and personal growth of educational managers. 8. Discuss the state of the art of Educational Management Development in Florida sponsored by the Florida Council of Educational Management. 9. Implement a plan for an East Central Florida Regional Network which would provide information and technical assistance to school districts. 10. Find resources to support the implementation of school law mandates. SPECIFIC ACTIVITIES: Participant will participate in a variety of activities from the following list: 1. College or non-credit course work. 2. Workshops 3. Conferences or conventions. 4. Consultant, technical assistant. 5. Visitation 6. Travel (educational) 7. Individualized modules

EVALUATION: Demonstrate increased competency in at least 80% of the objectives as determined by a pre-and post- assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). Success may be determined by one or more of the following: 1. Achieve 80% accuracy on a written examination. 2. Receive a grade of “C” or better from a college or university. 3. Complete a written evaluation in the form specified by the instructor. 4. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job performance. 5. Demonstrate proficiency in a selected activity while being observed by designated personnel. 6. Submit lesson plans which reflect implementation of targeted objectives to designated ersonnel. 7. Develop a product which demonstrates utilization of skills or knowledge gained. In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 7502707 COMPONENT TITLE: District Leadership Team Training MAXIMUM POINT VALUE: 60 SCOPE: Teachers and Administrators GENERAL OBJECTIVES: Through this training, members of district-level leadership teams will develop and enhance expertise in school improvement theories, approaches and techniques. The teams will use this expertise when facilitating efforts of individual schools in the establishment and implementation of school-level improvement plans.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 7504710 COMPONENT TITLE: Grant Writing: Chapter 2 and Others MAXIMUM POINT VALUE: 20 SCOPE: All Personnel GENERAL OBJECTIVES: Participants will acquire general knowledge to successfully write a grant for competitive funds. SPECIFIC OBJECTIVES: Upon completion of the component, each participant will demonstrate the ability to: 1. Write a grant according to guidelines prepared in the pertinent handbooks. 2. Use the criteria for evaluating the project as a guide in the writing process. 3. Write project applications items in a concise, clear manner to satisfy the requirements. 4. Identify the steps for an appeal process. SPECIFIC ACTIVITIES: Each participant will: 1. Attend training sessions. 2. Take part in discussions. 3. Participate in small group activities. 4. Participate in grant writing. 5. Report verbally, on conclusions drawn in small group interactions. 6. View selected films and/or video tapes. EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 7504713 COMPONENT TITLE: School Finance MAXIMUM POINT VALUE: 60 SCOPE: Instructional/Administrations GENERAL OBJECTIVES: To increase participant’s awareness, understanding, practice and application of school finance. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. List local, state and federal sources of financial support to districts and schools. 2. Establish a budget development process and to understand functions of school budget committees and directing who is to be involved and to what degree. 3. Use the budgeting processes and the applications to specific school/district needs. 4. Use correct procedures for allocating available funds based on budgetary guidelines. 5. List procedures to increase cost effectiveness at the school /district level. 6. Utilize effective accounting procedures for such areas as internal accounts, requisition purchase orders, inventories, and payroll. 7. Utilize effective accounting procedures with county budget funds. 8. Utilize correct procedure for the collection and the receipt of money. 9. Compile a procedure policy for staff to utilize when requesting funds. 10. Identify strategies for generating alternative funding sources. SPECIFIC ACTIVITIES: Participants will participate in a variety of activities from the following list: 1. College or non-credit course work. 2. Workshops 3. Conferences or conventions. 4. Consultant, technical assistant. 5. Visitation 6. Travel (educational) 7. Individualized modules. EVALUATION: Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or by other valid means of measurement, in compliance with Florida Statute 321.608 (1) and SBR 6A-5.071(5). Success may be determined by one or more of the following: 1. Achieve 80% accuracy on a written examination. 2. Receive a grade of “C” or better from a college or university. 3. Complete a written evaluation in the form specified by the instructor.

4. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job performance. 5. Demonstrate proficiency in a selected activity while being observed by designated personnel. 6. Submit lesson plans which reflect implementation of targeted objectives to designated personnel. 7. Develop a product which demonstrates utilization of skills or knowledge gained. In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 7507703 COMPONENT TITLE: Understanding District Programs (Awareness) MAXIMUM POINT VALUE: 40 SCOPE: All Personnel GENERAL OBJECTIVES: To provide the participant with a general knowledge of the Osceola County School District, its structure and its method of operation. SPECIFIC OBJECTIVES: Upon completion of the component, the participant will demonstrate the ability to identify the:

1. Certification requirements for Administration/Supervision, Educational Leadership and School Principal.

2. Role of the principal. 3. Organization of the Instructional Division. 4. State and County minimum skills, scope and sequence. 5. Southern Association Accreditation process. 6. Pupil Progression Plan. 7. PREP. 8. Health Education Plan. 9. OASIS Volunteer Program. 10. Instructional Media Department and its function. 11. Special Programs, such as Chapter I and II. 12. PRIME. 13. Graduation requirements. 14. Vocational and Adult Education programs and requirements. 15. Procedures for supervising and conferencing with employees. 16. Responsibility for the principal. 17. Exceptional Student Education Program, its function and requirements, 18. Student Services Program and procedures. 19. Procedures for employment of personnel and required record keeping. 20. Purpose of Master Inservice Plan. 21. Requirements of the Beginning Teacher Program. 22. District Comprehensive Plan. 23. Bargaining Process and the Master Contracts. 24. F.E.F.P. 25. District Finance Program. 26. Management Information Systems. 27. Transportation Program- procedures and cost factors. 28. School Facilities- construction and maintenance. 29. Public relations process. 30. Procedures for establishing good employee relations.

SPECIFIC ACTIVITIES: The component will complete the following activities: 1. Attend a series of workshops. 2. Participate in discussions. 3. Review and evaluate the state minimum skills, scope and sequence, and curriculum in their instructional program. 4. Review the Health Education Plan and Curriculum. 5. Review the Southern Association Accreditation process. 6. Review the Pupil Progression Plan. 7. Review the District Comprehensive Plan. 8. Review the School District operating procedures. EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 7507709 COMPONENT TITLE: Change in Education MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: The purpose of this component is to provide the participant with the knowledge and skill to implement the change process in any aspect of the educational community.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 7507717 COMPONENT TITLE: Management of Personnel MAXIMUM POINT VALUE: 60 SCOPE: Instructional/Administrators GENERAL OBJECTIVES: To provide the participant with the leadership skills necessary to manage all school personnel. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. In such diverse settings as employment criteria selection interviews, classroom instruction, faculty meetings, parent/student conferences, and other job-role settings use research- supported techniques and strategies for: a. Recruitment b. Identification c. Selection d. Orientation e. Assignment f. Development g. Evaluation of personnel. 2. Use research-identify teaching behaviors in the Florida Performance Measurement System to provide: a. Formative support of beginning and other teachers. b. Summative evaluation of beginning and other teachers. 3. Use clinical supervision skills such as problem identification, conferencing, and observation, giving and receiving feedback, monitoring, reinforcement and extension techniques. 4. Use the documentation processes designed to provide the necessary record keeping for the improvement and/or dismissal of personnel. 5. Use district/building level staff development activities and processes to respond to identified personnel needs such as career counseling. SPECIFIC ACTIVITIES: Participants will participate in a variety of activities from the following list: 1. College or non-credited course work. 2. Workshops 3. Conferences or conventions. 4. Consultant, technical assistant. 5. Visitation 6. Travel (educational) 7. Individualized Modules

EVALUATION: Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post- assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). Success may be determined by one or more of the following: 1. Achieve 80% accuracy on a written examination. 2. Receive a grade of “C” or better from a college or university. 3. Complete a written evaluation in the form specified by the instructor. 4. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job performance. 5. Demonstrate proficiency in a selected activity while being observed by designated personnel. 6. Submit lesson plans which reflect implementation of targeted objectives to designated personnel. 7. Develop a product which demonstrates utilization of skills or knowledge gained. In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 7508716 COMPONENT TITLE: Management Technology MAXIMUM POINT VALUE: 60 SCOPE: Instructional/Administrators GENERAL OBJECTIVES: To provide the participant with the technical skills necessary in the operation of a school program. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. Identify and demonstrate the ability to apply appropriate systems and forms for data processing management procedures including: a. Textbook inventory. b. Budgeting c. Student scheduling. d. Test design. e. Comprehensive Test of Basic Skills (CTBS). f. Test administration. g. Student record keeping. h. Grade reporting. i. Student registration. j. Employee inservice record keeping system. 2. Identify and demonstrate the ability to apply appropriate uses of computer for instruction and management based on individual school/program needs/plans.

3. Identify and demonstrate the ability to use a plan for use of appropriate technological advances (computers, instructional television and teleconferencing) to increase the efficiency of supervision and management.

4. Demonstrate knowledge of computer utilization for developing a master schedule such as the “SOCRATES”, “arena”, and “open” registration procedures. SPECIFIC ACTIVITIES: Participants will participate in a variety of activities from the following list: 1. College or non-credit course work. 2. Workshops 3. Conferences or conventions. 4. Consultant, technical assistant. 5. Visitation 6. Travel (educational) 7. Individualized modules.

EVALUATION: Demonstrate increased competency in at least 80% of the objectives as determined by a pre-and post- assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). Success may be determined by one or more of the following: 1. Achieve 80% accuracy on a written examination. 2. Receive a grade of “C” or better from a college or university. 3. Complete a written evaluation in the form specified by the instructor. 4. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job performance. 5. Demonstrate proficiency in a selected activity while being observed by designated personnel. 6. Submit lesson plans which reflect implementation of targeted objectives to designated personnel. 7. Develop a product which demonstrates utilization of skills or knowledge gained. In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 7513700 COMPONENT TITLE: Administration and Supervision of Developmentally Appropriate Programs for Young Children MAXIMUM POINT VALUE: 60 SCOPE: Teachers and Administrators GENERAL OBJECTIVES: This component is designed to develop participant knowledge and skills necessary to administer a developmentally appropriate program for pre-kindergarten.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 7513706 COMPONENT TITLE: Instructional Supervision MAXIMUM POINT VALUE: 60 SCOPE: Instructional/Administrations GENERAL OBJECTIVES: To increase participant’s awareness, understanding, proactive and application of: 1) The Teacher Effectiveness Model (TEM); 2) A formative process which provides feedback about teaching behaviors that results in improved teaching performance; 3) The correlation between the specific objectives of the component and the skills underlying the Florida Principal Competencies. SPECIFIC OBJECTIVES: Upon completion of the component, participants will demonstrate the ability to: 1. Identify the research upon which the Teacher Effectiveness Model (TEM) is based. 2. Identify concepts and indicators for each of the following: a. Motivation theory. b . Lesson design. c. Effective input. d. Techniques for checking and understanding. e. Practice theory. f. Reinforcement theory. g. Retention and transfer. 3. Demonstrate the application of the Teacher Effectiveness Model (TEM). 4. Identify research-based concepts upon which the formative evaluation process is based. 5. Identify procedures on a formative evaluation process which will enable instructional supervisors to: a. Identify, label and explain a teacher’s effective teaching behaviors. b. Stimulate the development of a teacher’s effective teaching behaviors. c. Encourage a teacher to identify those parts of a teaching episode with which he/she was not satisfied. d. Identify and label ineffective aspects of a teaching episode and assist development of more effective teaching behaviors. e. Promote continuing growth of an effective teacher. 6. Identify guidelines for giving and receiving feedback. 7. Demonstrate application of the formative evaluation process which includes: a. Anecdotal not talking. b. Conference planning. c. Effectiveness verbal and non-verbal communication skills. 8. Identify the correlation between the specific objective of the component and the skills underlying the Florida Principal Competencies.

SPECIFIC ACTIVITIES: The component leader will use the following as activities to meet the identified specific objectives of the component: 1. Lecture 2. Discussion 3. Large and small group activities. 4. Hands-on practice. 5. Laboratory experiences. 6. Independent work. EVALUATION: Demonstrate increased competency in at least 80% of the objectives as determined by a pre- and post-assessment or by other valid means of measurement, in compliance with Florida Statute 321.608 (1) and SBR 6A-5.071(5). Success may be determined by one or more of the following: 1. Achieve 80% accuracy on a written examination. 2. Receive a grade of “C” or better from a college or university. 3. Complete a written evaluation in the form specified by the instructor. 4. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job performance. 5. Demonstrate proficiency in a selected activity while being observed by designated personnel. 6. Submit lesson plans which reflect implementation of targeted objectives to designated personnel. 7. Develop a product which demonstrates utilization of skills or knowledge gained. In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 7513708 COMPONENT TITLE: The Needs of the School Community MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: To enable stakeholders to learn the school improvement concept, their role in the community, ways to make it work, conditions for success and a process for planning school improvement in order to fulfill the mission of the School District.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 7513714 COMPONENT TITLE: School Management MAXIMUM POINT VALUE: 60 SCOPE: Instructional/Administrators GENERAL OBJECTIVES: To increase participant’s awareness, understanding, practice, and application of the processes for managing the total school program. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. Utilize management skills and processes which insure orderly and systematic implementation of pupil instruction and establish school/district philosophy, goals, objectives, and educational plans. 2. Develop programs to establish, encourage and reinforce effective standards of behavior at school sites including discipline. 3. List and use the characteristics of teacher and school effectiveness research based on techniques to improve programs, school effectiveness research, school climate, and staff/ parent/student expectation, motivation and morals. 4. Use the Management Information System (MIS) for improved instructional management for developing an understanding of how it relates to the state information system. 5. Use effective techniques in needs of assessment, time management, stress management, memory skill improvement, task analysis, space utilization, and planning and controlling skills to improve school/district programs and procedures through team building, human resource development and self-study processes. 6. Use key components of effective plant management. 7. Identify special skills necessary to handle specific aspects of an administrative job assignment. 8. Use a variety of ways to establish networks for relating to the various publics through interpersonal and mass communication techniques. 9. Use effective strategies for handling conflict resolution and for communication during crisis situations. 10. Compile a list of skills and techniques in working with PTA/PTO groups, advisory, staff, and student committees, volunteers, and other community and business groups and agencies. 11. Establish a bi-directional public relations network using available media resources and school or district staff and community agencies.

SPECIFIC ACTIVITIES: Participants will participate in a variety of activities from the following list: 1. College or non-credit course work. 2. Workshops 3. Conferences or conventions. 4. Consultant, technical assistant. 5. Visitation 6. Travel (education) 7. Individualized modules. EVALUATION: Demonstrate increased competency in at least 80% of the objectives as determined by a pre-and post- assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). Success may be determined by one or more of the following: 1. Achieve 80% accuracy on a written examination. 2. Receive a grade of “C” or better from a college or university. 3. Complete a written evaluation in the form specified by the instructor. 4. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job performance. 5. Demonstrate proficiency in a selected activity while being observed by designated personnel. 6. Submit lesson plans which reflect implementation of targeted objectives to designated personnel. 7. Develop a product which demonstrates utilization of skills or knowledge gained. In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 7513719 COMPONENT TITLE: School Principal Skills MAXIMUM POINT VALUE: 60 SCOPE: Administrators and Teachers GENERAL OBJECTIVES: To provide the participant with a general knowledge of the skills inherent to a school principal. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. List components of school curriculum philosophy. 2. Develop a plan for utilizing school and community resources in curriculum development. 3. Utilize information based on current technology and research to identify curriculum needs. 4. Establish school level goals and objectives. 5. Establish school level goals and objectives. 6. Identify effective methods of communicating with the public and the media. 7. Communicate effectively with PTS/PTO groups, advisory committees and volunteers. 8. Secure the support of community and business groups/agencies in developing the total school program. 9. Identify techniques and strategies for recruitment, identification and selection of employees. 10. Document the current procedures for improvement and/or dismissal of personnel- Due process. 11. State the importance of career counseling as it relates to the needs of the individual. 12. Provide leadership in building an effective school staff. 13. Establish effective standards of behavior at school sites. 14. List the nineteen Florida Principal Competencies. 15. Relate the Florida Principal Competencies to the Osceola County Principal Job Dimensions. 16. List the various personality/leadership styles and how they relate to behavior. 17. List learning styles and how they effect school programs. 18. State the components of effective plant management. 19. Use effective techniques in time management and stress management. 20. Use a computer spreadsheet for a variety of applications. 21. Use a computer spreadsheet for a variety of applications. 22. List budgeting processes and application to specific needs. 23. List local, state and federal sources of financial support with emphasis on the Florida Education Finance Program (FEFP).

SPECIFIC ACTIVITIES: The component leader will use the following as activities to meet the identified specific objectives on the component: 1. Lecture. 2. Discussion. 3. Large and small group activities. 4. Hands-on practice. 5. Laboratory experience. The component may be delivered by and of the following: 1. College or non-credit course work. 2. Workshop 3. Conferences or conventions. 4. Consultant, technical assistant. 5. Visitations. 6. Others as approved by the OTEC Coordinator. EVALUATION: Demonstrate increased competency in at least 80% of the objectives as determined by a pre-and post- assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). Success may be determined by one or more of the following: 1. Achieve 80% accuracy on a written examination. 2. Receive a grade of “C” or better from a college or university. 3. Complete a written evaluation in the form specified by the instructor. 4. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job performance. 5. Demonstrate proficiency in a selected activity while being observed by designated personnel. 6. Submit lesson plans which reflect implementation of targeted objectives to designated personnel. 7. Develop a product which demonstrates utilization of skills or knowledge gained. In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 7513983 COMPONENT TITLE: Legal Responsibilities Concerning Drugs, Search And Seizure in Schools MAXIMUM POINT VALUE: 20 SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to provide school personnel with general and specific knowledge of legal factors concerning drugs, search and seizure in an educational setting. SPECIFIC OBJECTIVES: Upon completion of the component, the participant will demonstrate the ability to: 1. Review a case study analysis using a modified moot court approach, and correctly interpret at least 80% of all drug related case law items treated. 2. Define at a theoretical and practical level “Probable Cause”. 3. Define at a theoretical and practical level “Reasonable Suspicion”. 4. Define and give examples of the Exclusionary Rule. 5. Identify the major applicable portions of the 4th, 5th, and 14th Amendments as they relate to drug problems in the schools. 6. List at least three advantages and disadvantages of at least two commonly used drug tests. 7. Identify teachers’ and administrators’ rights and responsibilities concerning drug problems. SPECIFIC ACTIVITIES: Each participant will complete a variety of activities such as: 1. Open panel discussion conducted by the consultant. 2. Group participation in a modified moot court containing cases related to the topic. 3. Lecture and demonstrations by the consultant. 4. Outside research project. EVALUATION: Demonstrate increased competency in at least 80% of the objectives as determined by a pre-and post- assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). Success may be determined by one or more of the following: 1. Achieve 80% accuracy on a written examination. 2. Receive a grade of “C” or better from a college or university. 3. Complete a written evaluation in the form specified by the instructor. 4. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job performance. 5. Demonstrate proficiency in a selected activity while being observed by designated personnel. 6. Submit lesson plans which reflect implementation of targeted objectives to designated personnel. 7. Develop a product which demonstrates utilization of skills or knowledge gained. In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8005409 COMPONENT TITLE: Wellness/Nutrition Program MAXIMUM POINT VALUE: 30 SCOPE: Health Curriculum Specialist GENERAL OBJECTIVES: To develop an interest in and broaden the knowledge of the participants in the area of wellness. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. State the importance of a wellness lifestyle. 2. List the ten basic steps to wellness. 3. Select correct food choices for improved nutritional status. 4. List the six basic types of nutrients. 5. Identify stress factors and ways of lowering them. 6. State how our diet predisposes us to certain diseases. 7. Identify the effects chemical substances and alcohol abuse can have on wellness. 8. State how exercise affects wellness. 9. Make dietary changes that will become a permanent way of life. 10. Interpret food labels. 11. Use effective budgeting procedures in purchasing food. 13. Distinguish fact from fraud relating to nutrition and health claims. 14. Calculate the calorie level necessary to reach their ideal body weight. 15. Interpret nutrition labels as they relate to the U.S. Recommended Daily Allowances. 16. Establish a personal wellness program. SPECIFIC ACTIVITIES: 1. Attend lectures and discussions. 2. Complete all assigned activities. 3. Review literature and materials. 4. Complete a stress analysis study. 5. Have a nutrient profile completed. 6. Review and evaluate materials for the diabetic child. 7. Develop a unit on teaching a nutritional skill for the appropriate grade level. 8. Plan food selections for one day using cost-per-serving information. 9. Construct a nutrition chart for the appropriate grade level, based on the four food groups. 10. Review and examine restaurant menus as to their nutritional value. 11. View filmstrips and videotapes available for the appropriate grade level. 12. Plan a program for a nutrition-poor student at the appropriate grade level. 13. Plan a nutritional booklet for parent and student home use. 14. Review and evaluate commercial food labels.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8103808 COMPONENT TITLE: Medical Implications for the Exceptional Student MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: The participant will learn the physiology of any of several congenital and/or genetic syndromes or other medical conditions which impact the safety or learning of students. The teacher will employ this knowledge to increase safety and assure optimal learning of the student. (Ref: Florida Statutes 236.0811)


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8403604 COMPONENT TITLE: Guidance Skills MAXIMUM POINT VALUE: 60 SCOPE: Instructional and Administration GENERAL OBJECTIVES: This component is designed to broaden the knowledge and increase the competencies in guidance services available in the district. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. State assumptions behind developmental school counseling and guidance programs. 2. Discuss the changing roles and functions of school counselors in these programs. 3. Develop a practical approach to the management of a counselor’s role. 4. Utilize counseling skills related to counselor interventions and strategies. 5. Identify accountability procedures. 6. Counsel effectively with children and/or parents experiencing loss and grief. 7. Establish school based programs in loss and grief counseling. 8. Identify effective counseling techniques for children of divorce. 9. Deal with crisis situations. 10. Identify methods of counseling for people at risk. 11. Demonstrate group guidance techniques. 12. Utilize strategies for drop-out prevention. 13. Plan an effective drop-out prevention program. 14. Identify effective career education programs. 15. Use a computer to assist in guidance functions. 16. Counsel students with problems and concerns about medical issues. 17. Demonstrate effective techniques in counseling parents. 18. Identify new information and/or changes in mental health issues. 19. Identify new information and/or changes in school counselor issues. 20. Locate various community organizations which can assist students. 21. Discuss issues and programs regarding sex education. 22. Interpret test data. 23. Locate sources for various scholarship opportunities. 24. State procedures for applying for various scholarships. 25. Implement a peer facilitation program. 26. Identify guidance related special programs. 27. Implement a guidance related special program. 28. Prioritize needs and manage time effectively. 29. State procedures and service for Exceptional Student Education (ESE). 30 Place students in and ESE program (simulated) based on qualifications and restrictions. 31. Follow a student through a simulated ESE referral process.

SPECIFIC ACTIVITIES: Each participant will: 1. Attend lectures and workshops. 2. Participate in discussions and simulations. 3. Participate in demonstrations. 4. Visit other schools or programs. EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8406573 COMPONENT TITLE: Teachers as Advisors MAXIMUM POINT VALUE: 30 SCOPE: All Teachers GENERAL OBJECTIVES: This component is designed to introduce participants to the Teachers as Advisors program. SPECIFIC OBJECTIVES: Upon completion of the component, the participant will demonstrate the ability to: 1. Name regulations regarding pupil progression and graduation requirements. 2. List district regulations regarding pupil progression and graduation requirements. 3. Provide supportive academic advisement to students. 4. Provide supportive academic advisement to parents of students. 5. Provide supportive career advisement to students. 6. Provide supportive career advisement to parents or guardians of students. 7. Coordinate with and assist guidance counselors in the provision of a comprehensive program of student counseling. 8. Coordinate with school psychologists and social workers in the provision of a comprehensive program of student counseling. 9. Use student records and files, including the ability to interpret and use the results of standardized test results included in such files. 10. Serve as a liaison between the student and educational resources outside the school. 11. Serve as a liaison between the student and social service or employment resources outside the school. 12. Provide emotional support and encouragement to students to motivate them to stay in school. 13. Provide emotional support and encouragement to students to motivate them to perform to the maximum of their potential. 14. Facilitate student’s decision-making skills. 15. Utilize internal school documents (curriculum guides, etc.) for advisement of students. 16. Relate the legal implications of the Teacher as Advisor program. SPECIFIC ACTIVITIES: The component consists of thirty hours of training which will include: 1. Lectures by local, state, and /or national experts on Teachers as Advisors. 2. Practice activities using local and state documents on pupil progression. 3. Practice activities using local and state documents on graduation requirements. 4. Practice activities using student records and file documents in simulation of advising situations. 5. Role playing activities to develop techniques of parent /student advising sessions. 6. Preparation of individual handbook of procedures appropriate to the trainee’s school site.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8407672 COMPONENT TITLE: Improving Media Center Programs MAXIMUM POINT VALUE: 40 SCOPE: Teachers / Administrators GENERAL OBJECTIVES: To identify problems with library/media programs and construct specific action plans to solve these problems. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. Identify components of a successful media program. 2. Compare successful library/media programs. 3. Identify problems that can affect a library/media program. 4. Identify innovative ideas that will improve library/media program. 5. Develop an action plan to improve an area in a library/ media program. 6. Discuss the purpose of surveys used to analyze library/media program. 7. Analyze library media effectiveness. 8. Discuss job description for a county media specialist. SPECIFIC ACTIVITIES: Each participant will complete the following activities: 1. Attend lectures and discussions. 2. Complete an attitude survey regarding library/media programs. 3. Analyze his/her performance with a self-evaluation instrument. 4. Analyze library/media program effectiveness. 5. Develop a county media specialist job description. 6. Participate in modified brainstorming to identify a specific problem in a library/media program. 7. Construct an action plan relevant to a library/media program. EVALUATION: To the satisfaction of the consultant, each individual will: 1. Complete assigned activities. 2. Be evaluated by one or more of the following:

a. Conference with consultant. b. Complete an appraisal from that will identify the goals and strategy for improvement and c. Production of a job description for an Osceola County Media Specialist. d. Observation e. Finished product. f. Role playing. g. Written exam. h. Oral exam.

3. Demonstrate increased competency in at least 80% of the objectives as determined by a pre-and post-assessment or by other valid means of measurement, in compliance with Florida Statute 231-608 (1) and SBR 6A-5.071 (5). In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.



COMPONENT NUMBER: 8413010 COMPONENT TITLE: Parenting - Personal, Social, and Family Relationships MAXIMUM POINT VALUE: 30 SCOPE: All Personnel GENERAL OBJECTIVES: This course will help the participant to develop and enhance critical life management skills necessary to make sound decisions and take positive actions for healthy and effective living. SPECIFIC OBJECTIVES: Upon completion of the component, participants will demonstrate the ability to:

1. Develop the skills for self-awareness, self-acceptance and self-improvement that build positive emotional development.

2. Formulate skills to facilitate interpersonal communications. 3. Practice skills to enhance interpersonal relationships. 4. Use coping skills in time and stress management. 5. Demonstrate the steps involved in responsible decision-making and planning processes. 6. Increase their knowledge of good nutrition principles to practice dietary and activity behaviors that promote

health and weight management throughout the stages of life. 7. Identify the physical, mental, emotional, social, economic, and legal consequences of use, misuse and abuse

of drugs, alcohol and tobacco on the individual, family and community. 8. Utilize sound criteria for personal management and for making consumer decisions by evaluating consumer

information, advertisements, services and products for effectiveness, reliability and value. 9. Determine the roles and services of health, consumer, social service, and other helping agencies in the

community.

SPECIFIC ACTIVITIES: The component will consist of:

1. Review video vignettes of typical family situations. 2. Discussions. 3. Write menus for well balanced meals. 4. Attend lectures on drug and alcohol abuse. 5. Become familiar with the parent groups, health, consumer and social service agencies available in the area. 6. Compare two or more products for effectiveness, reliability and value.







COMPONENT NUMBER: 8414651 COMPONENT TITLE: Health Services MAXIMUM POINT VALUE: 60 SCOPE: Non-Instructional GENERAL OBJECTIVES: Each participant will know the function of health services and his/her role in achieving maximum proficiency in the use of materials, equipment, and knowledge. SPECIFIC OBJECTIVES: Upon successful completion of this component, each participant will be able to demonstrate the ability to:

1. Follow the state guidelines for administering prescription medicine to students 2. Comply with the state law and school board policy regarding immunization and physical examination

requirements 3. Maintain accurate emergency procedure cards and other medical records as required 4. Utilize the required health forms including the Florida Forms 680 and 3040 5. Assist in screening for scoliosis 6. Detect the stages of head lice (pediculosis) and provide instructions for treatment and clearance of head

lice 7. Assist in tuberculosis screening 8. Conduct hearing and vision screening 9. Perform clean intermittent catheterization for males and females 10. Become familiar with various childhood diseases and skill conditions 11. Notify parents of illness or emergencies according to district procedures 12. Identify the services provided by the Health Department and other community resource agencies and

how to utilize these services 13. Comply with district reporting procedures 14. Provide information concerning students with health problems to the appropriate school personnel.


1. Attend a lecture followed by a question and answer period on current laws and policies affecting Health Services

2. Participate in a review of the forms, materials and equipment used by Health Services 3. View audio-visual material concerning Health Services--CPR, First Aid, Pediculosis, etc 4. Review pamphlets for handouts to parents.







COMPONENT NUMBER: 8424449 COMPONENT TITLE: Working With Assistants & Volunteers MAXIMUM POINT VALUE: 6 SCOPE: Teachers & Administrators GENERAL OBJECTIVES: To increase teachers’ general skills and knowledge necessary for working with aides, paraprofessionals and volunteers. SPECIFIC OBJECTIVES: Upon successful completion of this component, teachers will be able to:

1. Assess the basic use of an assistant in the classroom 2. Identify the variety of duties for assistants, paraprofessionals and volunteers 3. Train the classroom assistant as to the correct procedures in supervising students 4. Assign the assistant appropriate duties and train them in procedures for carrying them out.


1. Attend lectures 2. Review Florida Statutes as they apply to teacher assistants.







COMPONENT NUMBER: 8505200 COMPONENT TITLE: Kitchen Equipment Use and Care MAXIMUM POINT VALUE: 36 points SCOPE: Food Service GENERAL OBJECTIVES: The objective of this component is to provide opportunities for students to explore the types of equipment and their functions in the kitchen. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Identify safety procedures for all equipment. 2. Use equipment in the safest, easiest and fastest manner. 3. Care for and maintain equipment properly. 4. Identify equipment and parts by their proper names and functions 5. Use first aid properly in the kitchen. 6. Use a fire extinguisher.


1. Attend lecture/demonstrations. 2. Participate in discussions. 3. Demonstrate the use of the fire extinguisher in putting out a fire. 4. Instruct another on the use, care and maintenance of kitchen equipment. 5. Break down and reassemble all pieces of equipment as performed routinely in the care and maintenance of

such. 6. Accurately weigh ingredients for the proper interpretation of quantity standardized recipes.

Learn the proper use of the various compartments in the pot and pan sink and how to wash pots properly.






COMPONENT NUMBER: 8505201 COMPONENT TITLE: Basics of the School Lunch Program MAXIMUM POINT VALUE: 60 SCOPE: Food Service GENERAL OBJECTIVES: To develop the knowledge and increase the competencies of the participant in the areas of basic techniques and procedures of the school lunch program. SPECIFIC OBJECTIVES: At the completion of the component, the participant will be able to:

1. Identify cashiering procedures 2. Use the cash register. 3. Relate the history of the National School Lunch Program 4. Create a lunch menu 5. Identify the funding of the school lunch program 6. Demonstrate good sanitation and safety procedures 7. Handle food properly 8. Use equipment 9. Maintain equipment 10. Create a meal using quantity cooking 11. Plan menus and order accordingly 12. Communicate and work harmoniously with fellow employees 13. Identify acceptable food service attire 14. Use energy more efficiently 15. State current trends in food service.


1. Attend lectures and discussions 2. Participate in hands-on use of materials and equipment 3. Attend demonstrations 4. Review literature and materials 5. Visit other programs and schools 6. View films, video tapes, and filmstrips available 7. Participate in individualized instruction based on intra-personal skills.







COMPONENT NUMBER: 8505202 COMPONENT TITLE: Foundations of Quantity Food Preparation MAXIMUM POINT VALUE: 30 SCOPE: Food Service GENERAL OBJECTIVES: To develop the knowledge and increase the competencies of the participant in the areas of basic techniques and procedures of the school lunch program. SPECIFIC OBJECTIVES: At the completion of the component, the participant will be able to:

1. Maintain proper sanitation 2. Demonstrate safety practices 3. Define cooking terms 4. State school food service background 5. Identify meal pattern 6. Perform required duties 7. Identify contamination and food poisoning 8. Demonstrate hygiene and sanitation 9. Use and operate equipment 10. Maintain storage, refrigeration and freezing, and sanitation and temperature 11. Weigh and measure items for recipes.


1. Attend lectures and discussions. 2. Attend demonstrations 3. Participate in hands-on use of materials and equipment 4. Review literature and materials 5. Visit other programs and schools 6. View films, video tapes, and filmstrips 7. Participate in individualized instruction based on intra-personal skills.






MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8505203 COMPONENT TITLE: Quantity Baking MAXIMUM POINT VALUE: 60 SCOPE: Food Service GENERAL OBJECTIVES: To increase the participants’ knowledge of baking for school food service. Activities will be applicable for school use. SPECIFIC OBJECTIVES: After successful completion of this component, the participant will demonstrate the ability to:

1. Use and care for small and large equipment used in baking 2. Accurately weigh and measure ingredients 3. Accurately interpret a standardized recipe 4. Accurately increase or decrease a standardized recipe 5. Prepare yeast raised products 6. Utilize the sponge method in baking 7. Prepare quick breads 8. Utilize appropriate USDA foods in preparing quality baked products 9. Prepare bar and drop cookies 10. Prepare pastries 11. Prepare cobblers and crisps as they appear on our menus 12. Prepare pie fillings 13. Handle food properly 14. Correctly portion baked products 15. Properly handle proper sanitation and safety practices 16. Show how bakery products may be incorporated into the meal pattern 17. Identify how the selection and condition of a piece of equipment can affect the finished product 18. Relate the history of baking 19. Use percentages in baking 20. Prepare sheet cakes.


1. Attend lectures demonstrations 2. Participate in discussions 3. Demonstrate how to use the baker’s scales, mixer and attachments, HCM, deck oven and convection

oven 4. Prepare yeast products to include; rolls, hamburger and hot dog buns, French bread, pizza crust and

sweet rolls 5. Prepare biscuits and muffins that are standard products 6. Prepare a sheet cake that is a standard product 7. Prepare several of the fruit crisps and cobblers that appear on our menus 8. Prepare pies making crusts and fillings 9. Prepare bar and drop cookies that are standard products 10. Increase and decrease several recipes correctly.



COMPONENT NUMBER: 8505204 COMPONENT TITLE: Merchandising Techniques MAXIMUM POINT VALUE: 30 SCOPE: Food Service GENERAL OBJECTIVES: To enhance/develop those skills of the participant necessary to merchandise the school food service program. SPECIFIC OBJECTIVES: At the conclusion of the component, the participant will demonstrate the ability to:

1. Use food service hand tools properly 2. Read and interpret recipes properly 3. Merchandise through proper set-up 4. Analyze a menu from a marketing point of view 5. Identify different salad bar techniques 6. Properly handle and store cold foods 7. Devise unique merchandising ideas for the serving line 8. Merchandise through the use of color and contrast 9. Merchandise using various garnishes 10. Accurately weigh and measure ingredients for the proper interpretation of standardized recipes 11. Develop a unique “Bar” idea utilizing the salad bar 12. Analyze a given set of minus for eye appeal and appropriate garnishes 13. Set up serving lines incorporating various merchandising techniques.


1. Attend lectures/demonstrations 2. Participate in hands-on use of materials and equipment 3. Participate in group discussions







COMPONENT NUMBER: 8505205 COMPONENT TITLE: Food Service Management MAXIMUM POINT VALUE: 36 points SCOPE: Food Service GENERAL OBJECTIVES: The objective of this component is to provide opportunities for students to learn the psychological and technical skills necessary for the effective management of a food service operation.



COMPONENT NUMBER: 8505206 COMPONENT TITLE: Volume Feeding MAXIMUM POINT VALUE: 60 SCOPE: Food Service GENERAL OBJECTIVES: The participant will increase skills in the preparation of quality school food service meals in order to improve the nutritional quality of meals presented at a facility.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8506986 COMPONENT TITLE: Understanding District Programs MAXIMUM POINT VALUE: 6 SCOPE: All Personnel GENERAL OBJECTIVES: To provide the professional staff of the school with information concerning district programs. SPECIFIC OBJECTIVES: Upon successful completion of the component, participants will be able to: 1. Describe the District Comprehensive Plan. 2. Indicate how he/she utilizes the county and state minimum skills, scope and sequence, and curriculum in their instructional program. 3. Discuss the district’s Health Education Plan and Curriculum. 4. Describe the Southern Association Accreditation process. 5. Discuss the Pupil Progression Plan of Osceola County. 6. Describe the curriculum of the school including vocational, alternative and exceptional education. 7. Identify other programs and their applications to the school system. SPECIFIC ACTIVITIES: The identified staff will participate in a series of activities involving: 1. Discussion. 2. Lecture. 3. Individual reading. 4. Observing the correct operation of equipment. EVALUATION: To the satisfaction of the consultant, each individual will:






COMPONENT NUMBER: 8508100 COMPONENT TITLE: Reading Computer Printouts MAXIMUM POINT VALUE: 3 SCOPE: All Personnel GENERAL OBJECTIVES: To familiarize participants with computer printout reports used in the district. SPECIFIC OBJECTIVES: Upon successful completion of this component, participants will be able to:

1. Identify computer printout reports that are available to aid in accomplishing their job efficiently 2. Interpret computer reports 3. List uses of computer reports in their jobs.

SPECIFIC ACTIVITIES: Participants will: 1. Receive a list of computer reports available 2. Review actual computer reports utilized in the district 3. Practice interpreting each type of report available to aid in their specific job. EVALUATION: To the satisfaction of the consultant, each individual will:






COMPONENT NUMBER: 8508101 COMPONENT TITLE: Cathode Ray Tube (CRT) Operating Procedures MAXIMUM POINT VALUE: 6 SCOPE: All Personnel GENERAL OBJECTIVES: Participants will become familiar with the operating procedures for a CRT. SPECIFIC OBJECTIVES: Upon successful completion of this component, participants will have the ability to:

1. Sign on the CRT 2. Call up the menu and select a program 3. Enter a password and activate a program to call up data 4. Use the CRT as a data entry station.

SPECIFIC ACTIVITIES: Participants will: 1. View the presentation on basic capabilities and uses of a CRT

2. Divide into groups, with one CRT assigned to each group. Each person in a group will be given the opportunity to practice retrieving and entering data.






MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8508102 COMPONENT TITLE: District Computer System--Remote Operations MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: Participants will become familiar with detail operating procedures for specific computer applications. SPECIFIC OBJECTIVES: Upon successful completion of this component, participants will have the ability to:

1. Attach remote video display terminal to student data base 2. Create and/or edit teacher master schedules. 3. Retrieve school master schedule showing all sections 4. Search and retrieve student records 5. Register and enroll a student into a school 6. Schedule student into existing classes 7. Enter pertinent exceptional student schedule information 8. Enter pertinent student medical information 9. Scan daily period attendance sheets 10. Enter daily student attendance 11. Scan nine weeks grade sheets 12. Enter student grades 13. Enter student testing information 14. Retrieve student discipline information 15. Retrieve student transcript information 16. Enter necessary information needed to calculate F.T.E 17. Retrieve class lists by course and section 18. Enter student course requests for batch scheduling 19. Withdraw students from school 20. Request and produce grade rosters of students by grade 21. Request and utilize appropriate data base reports 22. Respond accordingly to error messages with appropriate actions 23. Detach remote video display terminal from student data base.

SPECIFIC ACTIVITIES: The participant will complete the following activities: 1. Receive verbal instructions as to the necessary steps to take in order to achieve specific objectives 2. Receive written material outlining necessary steps to take in order to achieve specific objectives 3. Participate in “hands-on” activities using on-line video display terminals and test situations 4. Be allowed to participate in a questions and answer session.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8509300 COMPONENT TITLE: Filing Skills MAXIMUM POINT VALUE: 30 SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to improve the arranging and storing of correspondence safely and systematically so that it can be retrieved easily and quickly in accordance with standard filing rules and procedures. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to: 1. File alphabetically 2. File correspondence alphabetically in accordance with standard filing rules and procedures 3. Alphabetize a list of words 4. Operate devices that make filing and finding of correspondence easier 5. Identify the difference between miscellaneous files and subject files 6. Explain the need for filing rules 7. Techniques for improving alphabetizing 8. Identify the need for cross-referencing 9. List the steps in correspondence filing: inspecting, indexing, coding, sorting, and storing 10. Identify the basic arrangement of guides and folders in an alphabetic filing system 11. Identify the types of filing supplies and procedures 12. Identify the different types of filing equipment 13. Explain the need for the numeric filing system

14. Explain the need for the geographic filing system 15. Identify records management: What it is and why it is important. SPECIFIC ACTIVITIES: Individuals will complete the following activities:

1. Take part in lecture, demonstration, and discussion concerning alphabetic, numeric, and geographic filing

2. Participate in a discussion on Records Management: What it is and why it is so important 3. Review standard rules for alphabetic filing 4. Participate in an inventory of filing knowledge 5. Prepare a cross-reference and state situations for which a cross-reference is used 6. Apply the steps of correspondence filing 7. Prepare indexing cards and file them alphabetically.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8509301 COMPONENT TITLE: Clerk Typist I MAXIMUM POINT VALUE: 30 SCOPE: Clerical Personnel GENERAL OBJECTIVES: To provide basic instruction in typewriting and clerical procedures. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. Use correct typewriting techniques 2. Identify operative parts of a typewriter 3. State the function of the various parts of the typewriter 4. Type straight copy with speed and accuracy 5. Use the touch system of typing 6. Identify the correct formats used in various typing applications. SPECIFIC ACTIVITIES: Each participant will: 1. Attend lecture 2. Observe demonstrations 3. Complete hands-on activities 4. Prepare finished documents. EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8509305 COMPONENT TITLE: Professional Office Image MAXIMUM POINT VALUE: 30 SCOPE: Professional Support Staff Personnel GENERAL OBJECTIVES: To develop skills for enhancing an optimum personal and professional image. SPECIFIC OBJECTIVES: Upon completion of the component, participant will: 1. Obtain confidence of the boss 2. Handle stress in a difficult situation 3. Use proper attire and grooming to exhibit a professional image 4. State how personal skills and qualities determine a successful person 5. Recognize the value of being tactful 6. Develop a plan for self-improvement. SPECIFIC ACTIVITIES: The component will include the following instructional activities: 1. Attend lectures 2. Observe and discuss difficult situations 3. Demonstrate Role Playing. EVALUATION: To the satisfaction of the consultant, each individual will:





COMPONENT NUMBER: 8509306 COMPONENT TITLE: Office Management Skills MAXIMUM POINT VALUE: 12 SCOPE: Professional Support Staff Personnel GENERAL OBJECTIVES: To provide participants with knowledge and skills to effectively manage the office and time. SPECIFIC OBJECTIVES: Upon completion of the component, participant will: 1. Make decisions to fit the needs and interests of a given situation 2. Plan work and make use of valuable time 3. Be tactful but polite in dealing with conflicts 4. Handle skills stress in difficult situations 5. Prioritize assignments and responsibilities. SPECIFIC ACTIVITIES: The component will include the following instructional activities: 1. Attend lectures 2. Observe and discuss difficult situations 3. Demonstrate Role Playing. EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8509308 COMPONENT TITLE: Telephone Etiquette MAXIMUM POINT VALUE: 6 SCOPE: Professional Support Staff Personnel GENERAL OBJECTIVES: To provide the participant with proper skills to effectively communicate on the telephone. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. Listen carefully on the telephone 2. Write down important information from a telephone call 3. Verify information to a caller 4. Exhibit a positive attitude on the telephone 5. Handle telephone calls in an efficient manner. SPECIFIC ACTIVITIES: The component will include the following instructional activities: 1. Attend lecture 2. Observe and discuss difficult situations 3. Demonstrate Role Playing. EVALUATION: To the satisfaction of the consultant, each individual will:






COMPONENT NUMBER: 8509309 COMPONENT TITLE: Business Writing and Grammar MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to improve written communication skills including grammar, sentence structure, punctuation, spelling, form and writing techniques. Participants will produce business correspondence for critique, revision, and correction. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Identify types of sentences and how they can be used to express concepts or ideas. 2. Identify techniques and guidelines for using long and short sentences and when to keep it short and when to expand. 3. Identify the parts of speech and how to avoid embarrassing mistakes in word usage. 4. Identify the difference between phrases and clauses and how to use them without leading to clumsiness in writing. 5. Identify how to correctly use modifiers, pronouns, compound words and phrases. 6. Identify how punctuation is used - periods, commas, semicolons, colons, hyphens, dashes, and quotation marks. 7. Identify how to correctly use apostrophes, particularly with singular and plural possessives. 8. Identify how to spell word plurals, numbers, ordinals, and percentages in text. 9. Identify rules for capitalization, including principles for official and professional titles, names, organizations, legal terms, and commercial products. 10. Identify misplaced modifiers, dangling participles, subject-verb disagreement, noun-pronoun mistakes. 11. Identify differences between sticky words like affect/effect, as/like, fewer/less, lend/loan, among/ between,

lie/lay, further/farther, complement/compliment, etc. 12. Identify various correct forms for business correspondence. 13. Identify how to write correct and effective letters, memos, e-mail, and other types of business correspondence.


1. Take part in lecture, demonstration, and discussion of grammar, punctuation, and spelling. 2. Take part in lecture, demonstration, and discussion concerning techniques for letter, memo, and e-mail

writing and other types of business correspondence. 3. Take part in revisions of business correspondence. 4. Take part in rewriting of poorly written business correspondence. 5. Take part in lecture, demonstration, and discussion of planning business correspondence, particularly mind-

mapping, storyboarding, and outlining.

6. Take part in lecture, demonstration, and discussion of “bad news” writing. 7. Participate in grammar exercises. 8. Participate in punctuation and spelling exercises.







COMPONENT NUMBER: 8509310 COMPONENT TITLE: Accounting/Bookkeeping Skills MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to improve accounting and/or bookkeeping skills including accounting terms and concepts, accounting/bookkeeping processes and what they mean, preparation of transactions as they relate to financial records, and preparation of financial reports. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Identify accounting/bookkeeping terms, concepts, and principles. 2. Identify accounting processes including cash accounting, accruals, allocations, prepays, receivables,

depreciation, amortization, goodwill, inventory, deferrals, and reserves. 3. Identify various types of financial reports including balance sheets, income statements, statements of cash

flow, and amortization schedules. 4. Identify how transactions are entered into financial reports. 5. Identify a fixed asset accounting record, property controls, and a property accounting system. 6. Identify the computer generated financial reporting system, its terms and processes. 7. Identify skills needed for budgeting and cash flow, collections for bill appropriateness, and invoicing. 8. Identify payroll procedures. 9. Identify relevant programs for word processing and spreadsheets. 10. Identify correct travel arrangements and reports of expenses. 11. Identify routine pre- and post-audits. 12. Identify correct procedures for petty cash funds. 13. Identify effective organizational and business writing skills.


1. Take part in lecture, demonstration, and discussion of accounting/bookkeeping terms, concepts, and

principals. 2. Take part in lecture, demonstration, and discussion concerning preparation of financial reports, fixed asset

accounting records, property inventories, property accounting systems, balance sheets, and income statements.

3. Take part in lecture, demonstration, and discussion of payroll preparation. 4. Take part in lecture, demonstration, and discussion of computer generated accounting systems and their

processes. 5. Take part in lecture, demonstration, and discussion of computer generated purchasing systems. 6. Take part in lecture, demonstration, and discussion of filing and retention of accounting records. 7. Take part in lecture, demonstration, and discussion of effective organizational skills. 8. Take part in lecture, demonstration, and discussion of effective business writing skills.



pre- and post-tests (80% accuracy) or other valid measures, as determined by the instructor. 2. Complete assigned activities. 3. Participate in discussions and exercises. 4. Demonstrate proficiency in a selected activity while being observed by designated personnel. 5 Complete an evaluation of the effectiveness of both the component and consultant, using Professional Development form SDP-03.




COMPONENT NUMBER: 8509311 COMPONENT TITLE: The Exceptional Receptionist MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to improve the effectiveness of receptionists and front desk personnel by providing them with the tools and techniques to excel in their communications skills, organizational skills, projection of office image, tactics for handling difficult and abusive people, and responses to emergencies and security threats. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Identify techniques for managing phone calls more efficiently. 2. Identify techniques and guidelines for responding to emergencies and security threats. 3. Identify tactics for handling difficult and abusive people. 4. Identify strategies on how to project a professional image that is taken seriously. 5. Identify strategies that will boost productivity through space and time management. 6. Identify techniques for meeting and greeting visitors. 7. Identify strategies for getting work done while dealing with interruptions.


1. Take part in lecture, demonstration, and discussion concerning use of voice, body language, and other tools

to project an image of friendly, credible, and professional service. 2. Take part in lecture, demonstration, and discussion concerning techniques for dealing effectively with

salespeople who won’t take no for an answer, rude and pushy people, long-winded talkers, gossipers, VIPS who require special attention, agitated parents, and disruptive students.

3. Take part in lecture, demonstration, discussion, and role-play concerning projection of image on the telephone, techniques for taking messages, screening calls, and alternatives for placing calls on hold.

4. Take part in lecture, demonstration, and discussion relative to verbal communication skills including voice tone, enunciation, voice fluctuation, rate of speed in speech, annoying speech habits, and listening skills.

5. Take part in lecture, demonstration, and discussion relative to organization of work space, files, desk top, computer files, planner, “to do” lists, and other tools for better management of space and time.

6. Take part in lecture, demonstration, and discussion concerning safety and security of the workplace including spotting security threats; preventing unauthorized people from getting beyond the front desk; the safest way to accept deliveries; steps to take if a student, co-worker, or visitor looks suspicious or unstable; and how to respond to an emergency.

EVALUATION:

To the satisfaction of the consultant, each participant will:






COMPONENT NUMBER: 8509312 COMPONENT TITLE: Clerical/Secretarial Skills MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to improve the effectiveness of clerical and secretarial personnel by providing them with the tools and techniques needed to excel in a changing work environment. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Identify organizational skills needed to complete any task. 2. Identify proper telephone etiquette. 3. Identify proper filing techniques. 4. Identify skills necessary to be flexible and orderly in nature. 5. Identify skills necessary to maintain order during chaos. 6. Identify skills necessary to prepare memos, letters, reports, and spreadsheets. 7. Identify skills necessary to balance ledgers. 8. Identify skills necessary to concentrate on details and accuracy. 9. Identify skills needed to maintain supplies for facilities and complete travel arrangements. 10. Organize agendas and monthly calendars. 11. Identify effective business writing skills. 12. Prepare payroll. 13. Organize and schedule committees and meetings. 14. Identify skills necessary to maintain a business relationship with community. 15. Train new employees for departments. 16. Prepare office manuals.


1. Take part in lecture, demonstration, and discussion concerning proper telephone etiquette, including

receiving calls, taking complete messages, conveying a friendly telephone voice and manner, and handling difficult callers.

2. Take part in lecture, demonstration, and discussion concerning organizational skills including best methods for prioritizing work, organizing and scheduling meetings, handling paperwork, distributing mail, and effective filing techniques.

3. Take part in lecture, demonstration, and discussion of various types of office equipment and how to use it. 4. Take part in lecture, demonstration, and discussion on skills needed to produce accurate work with attention

to detail. 5. Take part in lecture, demonstration, and discussion on effective communication skills.

6. Take part in lecture, demonstration, and discussion on different types of business writing and effective

writing techniques. 7. Balance ledger sheets. 8. Prepare sample reports, letters, memos, and spreadsheets.







COMPONENT NUMBER: 8509313 COMPONENT TITLE: Purchasing Skills MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to improve the effectiveness of purchasing/procurement agents and buyers in obtaining the commodities, goods, and services best suited to the needs of the School District’s departments and sites in the most economical and sound way. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Identify contracts and agreements. 2. Identify legal guidelines. 3. Identify various bids and types of bids. 4. Identify effective contract writing and communication skills. 5. Identify clear, open and detailed specifications. 6. Identify how deposited monies are categorized. 7. Identify how budgeted monies provide for specific items/services only. 8. Identify skills for reviewing and evaluating bid offers. 9. Provide precise bid specifications. 10. Assist all departments/schools with their purchasing activities. 11. Provide competitive procurement of supplies and/or services. 12. Identify and administer correct policies/procedures to be followed in purchasing. 13. Identify techniques for being cost efficient. 14. Avoid interruptions/delays in delivery of services to the individual sites/departments. 15. Provide budgetary control. 16. Identify skills needed to acquire goods/services from a vendor. 17. Identify procedures for producing purchase orders. 18. Identify procedures for correctly obtaining quotes. 19. Identify procedures for purchasing correct quantities at correct prices. 20. Provide training to departments/schools on correct purchasing procedures. 21. Identify skills for courteously and promptly receiving sales representatives. 22. Identify correct procedures for refusing gifts/entertainment from suppliers/vendors. 23. Monitor and incorporate laws or changes. 24. Provide an audit trail of all disbursements of funds used to purchase supplies/services. 25. Identify eight major functions of a purchasing department. 26. Identify key purchasing terms.


1. Interpret and paraphrase readings related to the various aspects of purchasing. 2. Participate in discussions relating to appropriate topics. 3. Assess and/or critique presentations based on knowledge of subject matter. 4. Participate in presentations by guest speakers.

5. View videos in order to analyze content. 6. Participate in individual and group study activities. 7. Review and evaluate various purchasing materials. 8. Properly create a request for bid, purchase order, and other purchasing documents. 9. Visit other programs.






MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8510231 COMPONENT TITLE: Vehicle Maintenance MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to broaden the knowledge and increase the competencies of the participant in performing preventive vehicle maintenance examinations and quality vehicle repairs. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Perform traditional tune-ups. 2. Perform oil changes, visual belt and hose inspections, and monitor brake fluid levels. 3. Check/change windshield wipers, regularly rotate tires, and check inflation pressure on tires. 4. Check/change radiator fluids and periodically replace worn fuses. 5. Check high/low beam headlights and turn signals. 6. Lubricate/grease certain areas. 7. Check battery terminals/posts for corrosion. 8. Monitor power steering fluid levels and oil levels. 9. Maintain proper safety procedures. 10. Maintain proper gas levels with the appropriate level of octane. 11. Understand and use appropriate gas treatment additives. 12. Develop maintenance schedules for conditions. 13. Understand oil and tire ratings. 14. Evaluate cleaning products and when and how to use them. 15. Understand detailing, what it means and uses for it. 16. Understand common electrical and cooling system problems. 17. Perform filter checks and changes.


1. Interpret and paraphrase readings related to the various aspects of vehicle maintenance. 2. Participate in discussions relating to appropriate topics. 3. Assess and/or critique presentations based on knowledge of subject matter. 4. Participate in presentations by guest speakers. 5. View videos in order to analyze content. 6. Participate in individual and group study activities. 7. Review and evaluate various vehicle maintenance materials. 8. Check tire pressure, oil pressure, and fluids. 9. Rotate and change tires. 10. Develop a maintenance checklist for a vehicle. 11. Demonstrate a proper walk-around check of vehicle. 12. Successfully complete a car care quiz. 13. Participate in hands-on training.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8510241 COMPONENT TITLE: Master Custodian Training MAXIMUM POINT VALUE: 60 SCOPE: Custodians GENERAL OBJECTIVES: To provide training in the duties and responsibilities of a custodian in order to maintain attractive, safe, and manageable campuses. SPECIFIC OBJECTIVES: Upon completion of the component, each participant will demonstrate the ability to: 1. Identify rules, regulations, and policies as related to their position. 2. Demonstrate the ability to communicate effectively with fellow workers. 3. Demonstrate knowledge of tools and equipment necessary to complete the tasks of most minor maintenance. 4. Identify various parts of a heating/air conditioning system. 5. List four or more heating/air conditioning problems and their solutions. 6. Identify proper methods of moving and fertilizing lawns. 7. Identify lawn problems and pests. 8. Demonstrate proper spraying procedures for lawn pests. 9. Identify productive job descriptions. 10. Design work schedules. SPECIFIC ACTIVITIES: Each participant will: 1. Attend lectures and demonstrations. 2. Complete hands-on activities. 3. Discuss situations involving problems with co-workers. 4. Review custodial job descriptions and school board rules. 5. Write productive job descriptions. EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8510242 COMPONENT TITLE: Certified Custodian Training MAXIMUM POINT VALUE: 60 SCOPE: Custodians GENERAL OBJECTIVES: The participants will be able to properly use materials and equipment, develop an awareness of safety regulations, an improve public relations. SPECIFIC OBJECTIVES: Upon completion of the component, each participant will demonstrate the ability to: 1. Name four or more chemical disinfectants and their properties. 2. Name five or more cleaning agents and their properties. 3. Name four or more types of flooring material. 4. List various tools and pieces of equipment used in caring for floors and carpets. 5. List various supplies and their uses for floors and carpets. 6. Develop a general understanding of legal responsibilities for school plant safety. 7. Recognize and/or correct and report safety deficiencies. 8. Discuss new materials available related to job responsibilities. 9. Demonstrate use of new materials related to job responsibilities. 10. List rules, regulations, and policies as they relate to their positions. 11. Discuss the importance of cooperation and communication among co-workers. SPECIFIC ACTIVITIES: Each participant will: 1. Receive classroom instruction in the use of chemical disinfectants and cleaning agents. 2. Demonstrate the proper use of cleaning tools and equipment used in sanitation. 3. Receive classroom instruction in types of flooring and their characteristics. 4. Demonstrate proper use of tools, equipment, and supplies in floor care. 5. Discuss procedures for recognizing and/or correcting safety deficiencies and reporting deficiencies. 6. Examine new materials and equipment and demonstrate the propter use of said materials and

equipment. 7. Review custodial job descriptions and School Board Rules. EVALUATION: To the satisfaction of the consultant, each individual will:





MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8510261 COMPONENT TITLE: Maintenance Services Program MAXIMUM POINT VALUE: 60 SCOPE: Maintenance Department GENERAL OBJECTIVES: To provide training in duties and responsibilities of maintenance personnel in order to maintain attractive, safe and manageable campuses. SPECIFIC OBJECTIVES: Upon completion of the component, each participant will demonstrate the ability to: 1. List job responsibility 2. Discuss materials available. 3. Evaluate methods of heating/cooling breakdown prevention. 4. Implement repair techniques of heating/cooling systems. 5. Install/replace a heating/cooling system. 6. List methods of electrical system maintenance. 7. Demonstrate repair techniques of electrical equipment. 8. Install/replace electrical equipment. 9. Comply with applicable state electrical codes and regulations. 10. Perform routine lock maintenance. 11. Install/replace locks. 12. Make keys for locks. 13. Demonstrate lock repair. 14. Evaluate methods of roof patching. 15. Select proper tools for roof repairs. 16. Install a roof section. 17. Demonstrate techniques for roof repair. 18. Evaluate methods of ceiling maintenance. 19. Repair damaged ceiling. 20. Install/replace a ceiling. 21. Complete the construction of a wooden structure. 22. Demonstrate wood finishing techniques. 23. Construct wooden cabinets. 24. Install wooden cabinets. 25. List methods for remodeling classrooms and offices. 26. Describe methods for plumbing repair techniques. 27. Use plumbing repair techniques. 28. Install various plumbing fixtures. 29. List various electronic systems used in county. 30. Maintain electronic systems according to established guidelines. 31. Repair electronic system used by school system. 32. Install/replace electronic control systems. 33. List types of carpeting. 34. Maintain and repair carpeting. 35. Install carpeting in a classroom or office.

36. List types of paint. 37. Prepare an area for painting. 38. Evaluate methods of paint application. 39. Mix cement for various uses. 40. Prepare an area for pouring cement. 41. Describe assorted methods of pouring cement. 42. Demonstrate finishing techniques for cement. 43. Create a concrete/cement block structure. 44. Describe the safety procedures used in large acreage mowing. 45. Maintain mowing equipment safely and correctly. 46. Operate maintenance equipment safely and correctly. 47. Maintain equipment used by the Maintenance Department. 48. Operate maintenance equipment safely and correctly. 49. Perform general maintenance throughout county. SPECIFIC ACTIVITIES: Each participant will: 1. Attend lectures conducted by consultant. 2. Participate in demonstrations, workshops, and conferences. 3. Participate in discussions. 4. Complete hands on activities. EVALUATION: To the satisfaction of the consultant, each individual will:






COMPONENT NUMBER: 8510264 COMPONENT TITLE: Insecticides and Pesticides MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to broaden the knowledge of individuals who use insecticides and pesticides on the job. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Identify various types of pests and the treatment needed to remove them. 2. Identify proper application of pesticides, insecticides, and herbicides. 3. Understand proper protective equipment to be used during the application of pesticides, insecticides, and

herbicides. 4. Identify procedures for proper mixture of pesticides, insecticides, and herbicides, and the application rates

for same. 5. Identify proper protective clothing to be worn during the application of pesticides, insecticides, and

herbicides. 6. Understand and correctly read pesticide, insecticide, and herbicide labels. 7. Identify hazards of improper application of pesticides/insecticides. 8. Identify hazard labels, symbols, and/or warnings. 9. Identify precautionary measures to be taken during application. 10. Identify dry powder and how to use it. 11. Understand the two brick method. 12. Identify proper methods and procedures for agitation of dry powder. 13. Understand soluble mixtures and emulsifiers. 14. Identify procedures for proper storage of insecticides, pesticides, and herbicides. 15. Identify procedures for proper care of equipment and disposal of spent materials and containers. 16. Identify legal problems resulting from misuse of license and requirements for a limited license.


1. Interpret and paraphrase readings related to the various aspects of insecticides, pesticides, and herbicides. 2. Participate in discussions relating to appropriate topics. 3. Assess and/or critique presentations based on knowledge of subject matter. 4. Participate in presentations by guest speakers. 5. View videos in order to analyze content. 6. Participate in individual and group study activities. 7. Review and evaluate various materials on insecticides, pesticides, and herbicides. 8. Determine methods to be used for extinction given a specific insect/pest and situation. 9. Demonstrate proper disposal of an insecticide/pesticide. 10. Properly mix an insecticide/pesticide based on application rates.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8512519 COMPONENT TITLE: School Enhancement Institute MAXIMUM POINT VALUE: 45 SCOPE: Instructional Personnel GENERAL OBJECTIVES: To provide school leadership teams including teachers and administrators with skills necessary to create productive, problem solving schools. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to: 1. Define a successful school. 2. Identify productive work patterns found in successful schools. 3. List style differences in faculty and staff. 4. Use style differences to build productive teams. 5. Develop a vision of school excellence in a simulated setting. 6. Demonstrate brainstorming techniques used in the decision making process. 7. Create multiple data based for the decision making process. 8. Carry out steps to select a committee to serve in the decision making process. 9. Participate in collaborative decision making to identify school goals. 10. Delegate individual tasks to work groups that are needed to achieve goals. 11. List group action planning skills. 12. Use group action planning skills to guide work activity. 13. Make decisions about managing the school’s goal attainment process. 14. Develop a glow chart or other means to track a school’s goals. 15. Identify parent resources to achieve the school’s goals. 16. Identify community resources to achieve the school’s goals. 17. Conduct productive group meetings. 18. Use effective communication skills in group meetings. 19. Explain organizational analysis technique to solve school problems. 20. Use the organizational analysis technique to solve school problems. 21. Design a plan for stimulating the work culture at their schools. 22. Select members for an evaluation team or as HOC committee. 23. Evaluate the solutions provided in a problem solving situation. SPECIFIC ACTIVITIES: Each participant will: 1. School teams will participate in the School Enhancement Institute utilizing a structure through curriculum and through other activities including: a. Reflection. b. Team planning. c. Informal discussions. d. Invited speakers. e. Computer simulations. f. Showcases of effective schools.

2. The curriculum design will facilitate competency development through the following training model: a. Introduction/readiness. b. Concepts, demonstrations. c. Practice. d. Feedback. e. Reinforcement. f. Transfer. 3. Throughout the institute, emphasis will be placed on developing the culture through: a. Symbol systems. b. Networking. c. Recognition. d. Empowerment. 4. Within school teams, participants will design and present a plan for stimulating the work culture at their school. EVALUATION: To the satisfaction of the consultant, each individual will: 1. The plan will be evaluated by the instructors according to standards including: a. Collaborative involvement of others in goal setting. b. Potential of the plan to influence learning. c. Indicators of an emerging vision. d. Strategies. e. Program development. f. School assessment. 2. A formal program evaluation will be conducted to include: a. In-depth review of institute activities. b. Follow-up evaluations to participants and instructors. c. Review of school action plan. d. Review of demonstrations in the school setting. e. Strategies learned in the institute. 3. Each participant will be requested to: a. Complete assigned activities. 4. Demonstrate increased competency at least 80% of the objectives as determined by a pre- and post- assessment or by other valid means of measurement, in compliance with Florida Statute 231.608 (1) and SBR 6A-5.071 (5). In addition, each individual will complete an evaluation of the effectiveness of both component and consultant, using Form SDP-03.



COMPONENT NUMBER: 8515221 COMPONENT TITLE: Defensive Driving MAXIMUM POINT VALUE: 30 SCOPE: Transportation GENERAL OBJECTIVES: This component is designed to instill in the participant that driving skills can always be improved and that even though accidents can and do happen, by recognizing the actions of other drivers, accidents can be avoided or their seriousness lessened. SPECIFIC OBJECTIVES: Upon successful completion of this component, each participant will demonstrate the ability to:

1. Identify what a preventable collision is 2. Identify strengths and weaknesses in their own driving skills 3. Define defensive driving 4. Identify the six ways one can become involved in a two vehicle collision with a vehicle in front or

behind 5. State ways to prevent or lessen the severity of a head-on collision 6. List the four steps in avoiding intersection collisions 7. Identify the effects of alcohol and drugs on the ability to drive 8. Identify driving errors in others and how it affects the individual’s response.









COMPONENT NUMBER: 8515222 COMPONENT TITLE: School Bus Driver Training MAXIMUM POINT VALUE: 60 SCOPE: Transportation GENERAL OBJECTIVES: The component will provide school bus drivers with the fundamental skills to perform their job responsibilities, in a safe, effective and efficient manner. SPECIFIC OBJECTIVES: Upon successful completion of this component, the participant will demonstrate the ability to:

1. State the basic responsibilities of the transportation team members 2. State the role of the school bus driver 3. State the legal description and physical characteristics of a school bus 4. Identify the danger zones around a school bus 5. Conduct vehicle inspections including pre-trip, between trip and post-trip inspections 6. Describe the procedure for reporting unsafe conditions 7. Explain safety procedures to be observed during vehicle operation, including following distances,

railroad crossings, passing and fuel conservation 8. Explain the meaning of all standard traffic control devices 9. Explain how to respond to critical situations 10. Take appropriate action when involved in an accident 11. Identify the penalties for accident involvement 12. Load and unload passengers under a variety of conditions 13. Explain the importance of maintaining an accurate time schedule 14. Explain the procedure for reporting motorists who illegally pass school buses when loading or

unloading passengers 15. Describe the stages of human development and how they affect behavior 16. Implement proper school bus passenger management 17. Identify driver actions that affect positive student behavior 18. Identify the location and contents of the first aid kit 19. Provide proper first aid in emergency situations 20. Manage the exceptional child under a variety of situations 21. Plan an appropriate field trip route 22. State the responsibilities of the driver, group leader, and chaperone and transportation supervisor on

field trips. 23. Drive a bus under a variety of conditions 24. Operate all equipment on a bus.


1. Attend workshop presentations 2. Participate in hands-on use of materials and equipment

3. Drive a school bus 4. Participate in simulated situations 5. Perform other tasks as assigned.






MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8515223 COMPONENT TITLE: Transporting Exceptional Students MAXIMUM POINT VALUE: 60 SCOPE: Transportation GENERAL OBJECTIVES: To increase knowledge/understanding of exceptional students and transportation competencies. SPECIFIC OBJECTIVES: Upon successful completion of the component, participants will demonstrate the ability to:

1. Identify the characteristics of exceptional children. 2. Identify behavior management techniques and disciplinary procedures. 3. Communicate to the exceptional student effectively. 4. Load, unload and evacuate bus safely. 5. Identify medical implication of handicapping conditions. 6. Correctly use or assist in the use of adoptive devices such as wheelchairs, braces, crutches and harnesses. 7. Identify appropriate lifting and positioning techniques for physically handicapped. 8. State legal issues in transporting the handicapped.


1. Attend lectures and demonstrations. 2. Participate in demonstrations. 3. Hands-on use of specially equipped bus.






MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8515224 COMPONENT TITLE: Transportation Services MAXIMUM POINT VALUE: 60 SCOPE: Transportation GENERAL OBJECTIVES: Participants will learn the overall operating procedures of the Transportation Department including administration, planning, maintenance, and implementation of programs. SPECIFIC OBJECTIVES: Upon successful completion of the component, participants will demonstrate the ability to: 1. Identify the process involved in budgeting. 2. Coordinate services between transportation offices. 3. Follow appropriate procedures in evaluating subordinates. 4. Maintain appropriate transportation records. 5. State the function of transportation department. 6. Communicate effectively with school officials and community members. 7. Perform preventative maintenance on school buses and other equipment. 8. Maintain an appropriate inventory of equipment and supplies. 9. Verify that all employees meet the necessary job training requirements. 10. Maintain appropriate medical records on employees. 11. Implement policy. 12. Investigate accidents and complete the appropriate reports. 13. Recruit qualified employees. 14. Identify hazardous conditions and make recommendations. 15. Coordinate bus use with various agencies and organizations. 16. Follow evacuation procedures for school buses. 17. Coordinate school bus safety programs. 18. Identify the factors involved in establishing school bus routes. 19. Counsel subordinates for appropriate action. 20. Investigate incidents involving students. 21. Complete FEFP reports in an appropriate manner. 22. Conduct vehicle inspections. 23. Complete work orders. 24. Maintain a bus in a clean and acceptable manner. 25. Provide for the safety and welfare of students. 26. Identify job responsibilities within the Transportation Department. SPECIFIC ACTIVITIES: Each participant will: 1. Attend lectures conducted by consultant. 2. Participate in demonstrations, workshops, and conferences. 3. Complete hands on activities.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8515226 COMPONENT TITLE: Commercial Driver’s License I: General Knowledge MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: This component will provide the knowledge and skills necessary for commercial vehicle operators to pass the National Commercial Driver’s License as administered by the State of Florida.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8515227 COMPONENT TITLE: Commercial Driver’s License II: Supplemental Class MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: This component will provide the knowledge and skills necessary for participants to successfully complete specific Endorsement area for the CDL License: Transporting Passengers (P), Air Brake, Combination Vehicle (T), Hazardous Material (H), Tank Vehicle (N), Combination Hazardous Material and Tank Vehicle (X), Review and Phase II.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8515228 COMPONENT TITLE: ROAD-E-O MAXIMUM POINT VALUE: 10 SCOPE: Bus Drivers GENERAL OBJECTIVES: Each bus driver to participate in this training component will improve driving skills thereby enabling him to enhance performance in his/her job.


MASTER INSERVICE PLAN COMPONENT COMPONENT NUMBER: 8515229 COMPONENT TITLE: Uses of Tech - Transportation MAXIMUM POINT VALUE: 60 SCOPE: Transportation GENERAL OBJECTIVES: This component is designed to enhance the transportation employee’s ability to utilize technology in transportation operations. SPECIFIC OBJECTIVES: Upon successful completion of the component, participants will demonstrate the ability to: 1. Define the role of technology in the transportation environment. 2. Power-up a computer system. 3. Operate a keyboard on a specific system. 4. Operate the printer and printer set-up. 5. Identify various pieces of computer hardware. 6. Evaluate computer software for job appropriateness. 7. Define specific features of a particular software program. 8. Define specific features of a particular computer system. 9. Use the microcomputer in everyday work situations. 10. Effectively utilize menus within a given computer application. 11. Recognize the limitations of software applications for a given job. 12. Demonstrate document/product preparation. 13. Demonstrate appropriate storage and retrieval. 14. Utilize document correction techniques. 15. Compare claims of various software manufacturers. 16. Adapt a computer program to job responsibilities. 17. Project possible uses of technologies for future transportation application. 18. Define and demonstrate input validation techniques. 19. Identify various application features: graphic capability, file handling, storage, etc. 20. Understand software licensing and legal aspects of software usage. 21. Correctly power-down a computer system. 22. Demonstrate file matching and other features of a particular application. 23. Be familiar with other technologies which have workplace application including: printers, overhead projectors, VCRs, laser disc players, diagnostics, etc. 24. Integrate appropriate technologies into their job assignment. 25. Differentiate between local area networks and stand-alone computer systems. 26. Identify proper set-up procedures for specific technologies with Transportation. 27. Recognize emergent technologies appropriate to the work environment. 28. Learn geographic applications of technology. 29. Identify proper procedures and techniques for maintenance of technological devises. 30. Evaluate data for accuracy and applicability.

SPECIFIC ACTIVITIES: Each participant will: 1. Attend lectures and demonstrations. 2. Participate in demonstrations, workshops and conferences. 3. Complete hands-on activities. EVALUATION: To the satisfaction of the consultant, each individual will:






COMPONENT NUMBER: 8600012 COMPONENT TITLE: School/Community Communications MAXIMUM POINT VALUE: 30 SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to broaden the knowledge and increase the competencies of the participant in the area of communication with “job alike” personnel, “job different” personnel, community people, Parent Advisory Committee members, volunteers and Parent Teacher Organization members. SPECIFIC OBJECTIVES: Upon completion of the component, participants will demonstrate the ability to:

1. Identify his/her own personality and communication style. 2. Develop a plan to improve the self -image. 3. Identify personal strengths and weaknesses of his/her personality style. 4. Identify personality and communication styles of at least fifteen (15) other specific individuals with

whom he or she works. 5. List methods of approaching the various personality types identified by a personality evaluation system. 6. Develop a personal plan for strengthening communication with other school groups and school related

groups. 7. Suggest components for a school wide plan for strengthening communication among individuals and

groups. 8. Contribute ideas for a school-wide plan of action for strengthening communication. 9. Contribute ideas for strengthening parent involvement and input in the school. 10. Suggest questions concerning communications for inclusion in the school’s yearly parent attitude survey.

SPECIFIC ACTIVITIES: Each participant will: 1. Lecture. 2. Discussion (total group). 3. Completion of the personality evaluation test. 4. Discussion among persons of like personality styles. 5. Discussion among persons and groups of differing personality styles. 6. Discussion in job-alike groups (teacher assistants, custodians, office staff). 7. Discussions between groups of people doing different jobs or serving different functions. EVALUATION: To the satisfaction of the consultant, each individual will:





COMPONENT NUMBER: 1000402 COMPONENT TITLE: Fine Arts MAXIMUM POINT VALUE: 60 points SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to improve and broaden the knowledge of individuals in fine arts. SPECIFIC OBJECTIVES: At the conclusion of this component, each participant will be able to:

1. Identify techniques for promoting the value of fine arts for children. 2. Identify techniques for promoting the necessity of fine arts for children 3. Identify fine arts terms. 4. Identify strategies for recognizing and implementing each fine art. 5. Identify strategies for documenting curriculum and model programs. 6. Remain aware of legislative issues that affect education and the arts. 7. Identify national standards for arts education. 8. Implement National Standards Fine Arts Education in the curriculum. 9. Implement Florida Sunshine State Standards in the curriculum. 10. Identify techniques for making fine arts essential to life in schools and communities. 11. Identify strategies for making fine arts a basis for a complete education. 12. Identify strategies that will expose students to cultural resources. 13. Identify strategies that will expose students to an ethnic diversity of communities. 14. Address cultural inclusiveness diversity to insure preservation. 15. Identify techniques for developing and maintaining a quality arts education program. 16. Identify strategies which will enable students to express themselves. 17. Identify strategies for including arts in school improvement plans. 18. Create and distribute resource materials. 19. Identify strategies for soliciting donations/dollars for arts class materials. 20. Identify strategies for incorporating fine arts into the curriculum. 21. Develop lesson plans/units around fine arts.


1. Take part in lecture, demonstration, and discussion concerning fine arts, the various areas in fine arts, value to the community, and importance in a complete education.

2. Develop lesson plans/units of instruction incorporating fine arts into age appropriate instruction which meets Florida Sunshine State Standards and Goals 2000 objectives.

3. Interpret and paraphrase readings related to the various aspects of fine arts. 4. Assess and/or critique presentations based on knowledge of subject matter. 5. Participate in discussions relating to appropriate topics. 6. Participate in individual and group study activities. 7. Review and evaluate various fine arts materials. 8. Visit other school programs.


COMPONENT NUMBER: 1000403 COMPONENT TITLE: Art MAXIMUM POINT VALUE: 60 SCOPE: Instructional Personnel GENERAL OBJECTIVES: To broaden the knowledge and increase the competencies of the participant in art. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Identify the importance of teaching art at all grade levels. 2. List the different media of art. 3. Identify materials necessary to teaching the different media of art. 4. Identify the various methods involved in the teaching of art. 5. Identify the various techniques and strategies used for implementing art in the curriculum. 6. Develop a plan to integrate techniques for an art medium into a subject area. 7. Develop a variety of low-cost art items for appropriate grade levels. 8. Identify easy-to-make art projects for various grade levels. 9. Create simple designs from varied materials. 10. Develop an art project for the appropriate grade level.


1. Attend lectures/ discussions. 2. Attend demonstrations. 3. Participate in hands-on activities for art. 4. Review and evaluate techniques for teaching art. 5. Develop a lesson plan incorporating a technique for teaching an art medium. 6. Develop a unit for a particular art medium. 7. Develop various items to be used for low-cost art projects. 8. Develop an art project for an appropriate grade level. 9. Create simple designs using various materials.






COMPONENT NUMBER: 1000815 COMPONENT TITLE: The Arts In Exceptional Education MAXIMUM POINT VALUE: 60 SCOPE: ESE Teachers GENERAL OBJECTIVES: Participants will increase awareness of unique visual and/or performing art skills for exceptional students by incorporating various art techniques in the exceptional student education classroom. (Ref: Florida Statutes 231.17 (3) 5)


COMPONENT NUMBER: 1002453 COMPONENT TITLE: Career Education Basic DATA ELEMENTS: Primary Purpose (PP) C Delivery Method (DM) A Evaluation F Follow-up Method (FM) O MAXIMUM POINT VALUE: 60 SCOPE: All Personnel GENERAL OBJECTIVES: This component is designed to broaden the knowledge and increase the competencies in the area of Career Education, provide participants with information on current employment trends, and training opportunities. SPECIFIC OBJECTIVES: At the conclusion of the component, the participant will be able to:

1. Demonstrate knowledge of a variety of careers. 2. Demonstrate knowledge of career training paths and options for training, as well as locally available career training

opportunities. 3. Demonstrate knowledge of the dynamics of hiring. 4. Demonstrate knowledge of the appropriate construction of an application, letter of interest, resume and other job

related paperwork. 5. Identify the elements of an employment evaluation/assessment. 6. Identify employment trends both locally and nationally. 7. Locate sources of wage information for a variety of careers. 8. Demonstrate the elements of a job interview and the selection process. 9. Identify state and Federal regulation relative to employment. 10. Demonstrate knowledge of rules governing sexual harassment in the workplace and laws governing equal

employment opportunities. 11. Demonstrate an awareness of integrating employability skills into various aspects of the curriculum. 12. Identify career education curricula, materials and activities that can be integrated into other subject areas. 13. Identify sources of financial assistance for students seeking vocational or college training for careers. 14. Identify training and employment opportunities for special needs students. 15. Identify career programs available to disadvantaged students. 16. Locate community resources for employment. 17. Locate community resources for job shadowing, speakers, job fairs, etc. 18. Identify career search systems. 19. Identify post-secondary institutions both locally and nationally available to students for career preparation.


1. Attend workshop presentations. 2. Visit post-secondary training sites. 3. Explore career search engines and sites. 4. Participate in role playing, simulations, mock interviews, and practice. 5. Research career training centers.


1. Demonstrate increased competency on 80% of the specific objectives of the component as determined by pre/post

testing or other valid methods/measures as determined by the instructor. 2. Complete assigned activities. 3. Participate in discussions and exercises. 4. Demonstrate proficiency in a selected activity while being observed by designated personnel. 5. Complete an evaluation of the effectiveness of both the component and the consultant using Professional



COMPONENT NUMBER: 1004405 COMPONENT TITLE: Foreign Language MAXIMUM POINT VALUE: 60 SCOPE: Foreign Language Teachers GENERAL OBJECTIVES: To further the knowledge and broaden the competencies of participants in teaching a foreign language. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Identify the importance of teaching foreign language. 2. Identify the differences and similarities of foreign languages. 3. Identify the availability of materials for various foreign languages. 4. Develop materials in the appropriate foreign language for classroom use. 5. Identify different teaching methods for foreign languages. 6. Adapt various teaching techniques and strategies for foreign languages. 7. Identify various assessment materials pertaining to foreign languages. 8. Plan a lesson for a specific skill in the appropriate foreign language. 9. Diagnose problem areas in specific skills for the appropriate foreign language. 10. Prescribe learning activities to provide remediation in areas of skill weakness in a foreign language. 11. Implement a lesson to meet the needs of an individual student.


1. Attend lectures/ discussion. 2. Attend demonstrations. 3. Participate in hands-on use of materials for teaching foreign languages 4. Review and evaluate materials for use in foreign languages. 5. Review and evaluate available assessment materials. 6. Review and evaluate different techniques and strategies in the teaching of foreign languages. 7. Develop a technique for teaching a skill in the appropriate language. 8. Develop a unit for a specific area. 9. Construct a game for teaching a foreign language skills. 10. Review and evaluate collected data for student weaknesses in a foreign language. 11. Develop a lesson plan for an appropriate foreign language skill.






COMPONENT NUMBER: 1004406 COMPONENT TITLE: Conversational Spanish MAXIMUM POINT VALUE: 30 SCOPE: All Personnel GENERAL OBJECTIVES: To further the knowledge and broaden the competencies of participants in teaching a foreign language. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Greet a Spanish speaking person. 2. Give or receive directions. 3. Ask or give the time of day. 4. Read and order from a menu. 5. Assist a Spanish speaking person in completing a job application. 6. Count from 1 to 1000 in Spanish 7. Discuss money, colors, age, occupations, and sites in Spanish. 8. Assist a Spanish speaking person in an emergency in hospital directions, doctor, nature of emergency, etc.


1. Attend lectures. 2. Complete practice exercises. 3. Participate in dialogues. 4. Perform simulations. 5. Recite orally. 6. Listen to tapes and records.

EVALUATIONS: To the satisfaction of the consultant, each individual will:

1. Complete assigned activities. 2. Demonstrate increased competency in at least 80% of the objectives as determined by a pre- andpost- assessment or



COMPONENT NUMBER: 1004407 COMPONENT TITLE: Conversational Spanish II MAXIMUM POINT VALUE: 30 SCOPE: All Personnel GENERAL OBJECTIVES: To provide the participant with a working knowledge of Spanish in order to facilitate communications with a Spanish speaking person. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Count cardinal numbers to millions, and ordinal numbers from first to twelfth. 2. Identify weather expressions. 3. Identify Spanish speaking countries their capitals, nationalities and common holidays. 4. Identify parts of the body, hospital, health and emergency vocabulary. 5. Rewrite basic Spanish expressions with the verbs to have, to be, to like. 6. Express wishes, obligations, excuses and preferences. 7. Shop for common objects. 8. Identify road signs and other transportation related items. 9. Introduce and meet people.


1. Attend lectures. 2. Complete practice exercises. 3. Participate in dialogues. 4. Perform simulations. 5. Recite orally. 6. Listen to tapes and/or records.





COMPONENT NUMBER: 1005408 COMPONENT TITLE: Nutrition Education MAXIMUM POINT VALUE: 30 SCOPE: Health Curriculum Specialist GENERAL OBJECTIVES: To increase the competence and broaden the knowledge of the participant in the area of nutrition education. SPECIFIC OBJECTIVES: Upon completion, participant will be able to:

1. Figure the classifications of food into the four food groups. 2. Identify the number of daily servings needed from each of the four food groups for the appropriate age group. 3. Identify amounts of food which approximate single servings from each of the four food groups. 4. Analyze selections of food to determine whether they meet daily requirement recommendations for the four food

groups. 5. Apply nutritional skills to daily life using own food choices, restaurant menus and diet plans. 6. Figure the cost per serving for various food items. 7. Identify those items within a food group which are more economical on a cost-per-serving basis. 8. Identify the effects of nutrition upon the behavior and learning of students. 9. Express methods and techniques for informing parents of developments in the area of nutrition 10. Identify food additives in commercial food products. 11. Identify the effect of food additives upon the behavior and learning of students. 12. Identify fundamentals involved in good nutrition practices and their effects of growth and development. 13. Express the importance of the correct nutrition for a diabetic child.


1. Attend lectures. 2. Participate in discussions. 3. Participate in demonstrations. 4. Participate in programs on nutrition’s 5. Review and evaluate available materials on nutrition. 6. Review and evaluate materials for the diabetic child. 7. Develop a unit on teaching a nutritional skill for the appropriate grade level. 8. Plan food selections for one day using cost-per-serving information. 9. Construct a nutrition chart for the appropriate grade level, based on the four food groups. 10. Review and examine restaurant menus as to their nutritional value. 11. View filmstrips and videotapes available for the appropriate grade level. 12. Plan a program for a nutrition-poor student at the appropriate grade level. 13. Plan a nutritional booklet for parent and student home use. 14. Review and evaluate commercial food labels.


COMPONENT NUMBER: 1006411 COMPONENT TITLE: Humanities MAXIMUM POINT VALUE: 60 SCOPE: All Teachers GENERAL OBJECTIVES: To increase the competencies and broaden the knowledge of the participant in the area of humanities. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. List the importance of humanities at all grade levels. 2. Name the different areas of humanities. 3. List the available materials for humanities. 4. Identify skills relevant to teaching humanities at the appropriate grade level. 5. Use the techniques and strategies in the teaching of the artistic areas of humanities. 6. Use the techniques and strategies in the teaching of the intellectual areas of humanities. 7. Use the techniques and strategies in the teaching of the political area of humanities. 8. Use the techniques and strategies in the teaching of the historical area of humanities. 9. Implement a lesson is an area of humanities. 10. Plan a project for an area of humanities.


1. Attend lectures and discussion for different areas of humanities. 2. Participate in hands-on projects. 3. Develop a unit for teaching an area of humanities. 4. Develop a lesson plan for a specific area in humanities. 5. Develop a multi-media box for a particular area of humanities. 6. Develop a project that could be used in a humanities class for the appropriate level.





COMPONENT NUMBER: 1007417 COMPONENT TITLE: Math/Science Integration - Elementary MAXIMUM POINT VALUE: 60 SCOPE: Math Teachers GENERAL OBJECTIVES: To provide participants with an increased knowledge of the concepts of integrating higher order mathematical and scientific skills into their elementary classrooms through various media. SPECIFIC OBJECTIVES: Upon completion of the component, the participant well be able to:

1. Identify the areas of mathematical study. 2. Use problem solving techniques, processes and strategies. 3. Use graphing concepts/principles. 4. Use geometry concepts/principles. 5. Use measurements concepts/principles. 6. Use fractional number concepts/principles. 7. Define and discuss the scientific method of inquiry. 8. Identify the areas of scientific study. 9. Identify the purposes of our National Park System. 10. Identify the concepts/principles of Archeology. 11. Identify the concepts/principles of the study of zoology. 12. Define and discuss ecosystem. 13. Identity the concepts/principles of Environmental Science. 14. Discuss the impact of population growth/expansion on the ecosystem. 15. Identify the principles/concepts of Astronomy. 16. Identify the principles/concepts of Meteorology. 17. Identify the principles/concepts of Geology. 18. Identify the principles/concepts of Geography. 19. Identify the principles/concepts of Oceanography. 20. Discuss teaching techniques which apply real-world problem-solving to classroom math and science lessons. 21. Utilize computer software in the teaching of mathematics and science in their classroom. 22. Identify critical resources available throughout the instructional media center for the teaching of science and

mathematics. 23. Use math manipulatives in the classroom. 24. Use problem-solving techniques in the classroom. 25. Use critical-thinking techniques in the classroom. 26. Integrate math and science to provide more relevancy in instruction, more effective use of time and more excitement

in learning. 27. Develop cooperative learning activities for students. 28. Cite resources available from the community to utilize in math/science instruction. 29. Discuss the advantages of interdisciplinary instruction for mathematics and science. 30. Discuss the use of hands-on experiments as an element of instruction. 31. Design a laboratory experiment to be utilized in the classroom. 32. Evaluate the suitability of certain equipment to the study of math/science in the elementary classroom.


1. Readings 2. Discussions 3. Lectures 4. Computer Instruction 5. Videos 6. Field Trips 7. Field Experiments 8. Classroom Lectures 9. Presentations - Guest Speakers 10. Individual/ Group Study Projects.






COMPONENT NUMBER: 1008412 COMPONENT TITLE: Language Arts MAXIMUM POINT VALUE: 60 SCOPE: Language Arts Teachers GENERAL OBJECTIVES: To further the knowledge and increase the competencies of the participant in the area of language arts. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Name the importance of language arts at all grade levels. 2. Identify the various areas of language arts. 3. Discuss methods used for promoting language skills. 4. Develop techniques for teaching language skills. 5. Evaluate the techniques for teaching language skills. 6. Understand the different kits, programs, and other materials relevant to the teaching of language arts. 7. Adapt language arts materials for the appropriate levels of students. 8. Apply the creative writing processes and strategies. 9. Discuss the spelling processes and strategies. 10. Discuss the literature processes and strategies. 11. Discuss the language study processes and strategies. 12. Discuss the reading processes and strategies. 13. Discuss the listening skills processes and strategies. 14. Discuss the verbal communication processes and strategies. 15. Name teaching techniques and strategies for different areas of language arts. 16. List available assessment materials. 17. Analyze data in order to establish areas in which competence has not been demonstrated by the student. 18. Diagnose problem areas in language arts skills for individual students. 19. Prescribe learning activities to provide remediation in areas of skill weakness. 20. Implement a lesson to meet the competence for an individual student. 21. Awareness of current selections in literature for the appropriate grade levels.

SPECIFIC ACTIVITIES: Each participant will: 1. Attend lectures/discussions.. 2. Attend demonstrations. 3. Participate in hands-on use of materials for teaching language arts. 4. Review and evaluate materials for use in language arts. 5. Review and evaluate different techniques for teaching language arts. 6. Develop a technique for teaching a skill in an area or areas of language arts. 7. Develop a lesson plan incorporating a technique for teaching a skill in language arts. 8. Develop a unit for a particular area of language arts. 9. Construct a learning center for a language arts skill. 10. Review and evaluate collected data for student weaknesses in language arts. 11. Develop a plan for diagnosing and remediating individual student weaknesses. 12. Construct a resource box of story starters for creative writing for the appropriate level. EVALUATON: To the satisfaction of the consultant, each individual will:


COMPONENT NUMBER: 1008413 COMPONENT TITLE: English MAXIMUM POINT VALUE: 60 SCOPE: English Teachers GENERAL OBJECTIVES: This component is designed to broaden participants’ knowledge and increase their awareness in the area of English, including reading, writing and linguistics. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. List the steps in the writing process. 2. Use effective prewriting techniques. 3. Use effective techniques to integrate left and right brain processes in writing. 4. Generate topics relevant to the writer. 5. Evaluate his own writing in at least four ways. 6. Use writing as a study skill. 7. Prepare a piece of writing for publication. 8. Increase his retention and comprehension in reading. 9. Determine reading rate appropriate to the type of reading material being used. 10. Determine effective methods of increasing his/her vocabulary retention. 11. State the purpose and format of a learning log. 12. List graphic devices used to enhance reading comprehension. 13. Name the purpose and scope of linguistics. 14. Name the major geographical dialects of U.S. English and their variances. 15. List several types of dialects other than geographical. 16. Identify issues involved in the use of various dialects. 17. State the purpose and scope of morphology and phonology. 18. Discuss the origins of and historical influences upon the English language.


1. Attend lectures and demonstrations. 2. Generate writing topics through prewriting activities such as brainstorming, narrowing, and webbing. 3. Participate in class activities. 4. Involve sight and sound, smell, touch, and taste in prewriting activities. 5. Participate in evaluative conferences and procedures. 6. Complete writing exercises as a means of increasing reading comprehension. 7. Create several pieces of original writing and take some of them through all steps of the writing process. 8. Design a personal method of guided reading. 9. Analyze a reading selection’s purpose and difficulty. 10. Design two methods of vocabulary study. 11. Complete a learning log. 12. Analyze a reading selection’s use of graphic devices. 13. Locate the three geographical dialects of English on a map of the U.S. 14. Describe how dialects differ. 15. Describe and tell the purpose of several dialects other than geographical dialects. 16. Define “morphology”, “phonology”, and “linguistics.”. 17. Analyze the phonology of American English. 18. Define several terms relevant to the study of linguistics, morphology, and phonology. 19. Trace the origins of and historical influences on the English language.


COMPONENT NUMBER: 1009401 COMPONENT TITLE: Mathematics/ Science Teacher Enhancement Training MAXIMUM POINT VALUE: 20 SCOPE: Elementary Teachers GENERAL OBJECTIVES: To broaden the knowledge and increase the competencies of participants in integrating math, science, and computers using the most current technology proven, hands on teaching techniques. SPECIFIC OBJECTIVES: Upon completion of the component, participant will demonstrate the ability to:

1. Demonstrate the use of computers and other technology to teach math and science. 2. List teaching strategies including hands-on techniques and the inquiry-oriented discovery approach. 3. Implement real world experiences into instruction. 4. Develop cooperative learning among students, teachers and school. 5. Integrate subject area to provide more relevancy in instruction, more effective use of time and more excitement in

learning. 6. State techniques to increase community and school integration. 7. Use math manipulative in the classroom. 8. Use problem solving techniques and critical thinking skills in math and science. 9. Cite community resources that include real-world experiences. 10. List recognition techniques for math and/or science achievement through a science fair or county math and science

expo.


1. Attend lectures, discussions and workshops. 2. Participate in hands-on use of games, manipulatives and computers. 3. Review and evaluate available materials for appropriate areas of math and science. 4. Perform mathematical and scientific experiments and demonstrations. 5. Work through problem-solving activities. 6. Design a lab activity for appropriate grade level which integrates math and science. 7. Demonstrate awareness of safety procedures in the due of scientific equipment. 8. Visit community resources relating to math and science. 9. Promote and participate in a county-wide math/science/computer expo.

Evaluation: To the satisfaction of the consultant, each individual will:





COMPONENT NUMBER: 1009414 COMPONENT TITLE: Mathematics MAXIMUM POINT VALUE: 60 SCOPE: Math Teachers GENERAL OBJECTIVES: To broaden the knowledge and increase the competencies of the participant in the area of mathematics. SPECIFIC OBJECTIVES: At the conclusion of the component, the participant will:

1. Discuss the importance of mathematics at all grade levels. 2. Name the different areas included in mathematics. 3. List the materials available for all areas of mathematics. 4. Identify mathematic skills for appropriate levels. 5. Solve problems using integers (“signed numbers”). 6. Use problem-solving processes and strategies. 7. Use graphing concepts and principles. 8. Use geometric concepts and principles. 9. Use probability concepts and principles. 10. Analyze data in order to establish areas in which competence has not been demonstrated. 11. Use measurement concepts and principles. 12. Use fractional number concepts and principles. 13. Diagnose problem areas in math skills for individual students. 14. Prescribe learning activities to provide remediation in areas of skill weakness. 15. Discuss techniques and teaching strategies for appropriate areas of mathematics. 16. Discuss available assessment materials for mathematics. 17. Implement a lesson to meet the competencies for an individual student.


1. Attend lectures/discussions. 2. Attend demonstrations. 3. Participate in hands-on use of games, manipulatives, and instruments. 4. Review and evaluate available materials for appropriate areas of math. 5. Perform mathematical experiments. 6. Review and evaluate collected data concerning student weaknesses. 7. Develop a plan for diagnosing and remediating individual students’ skill weaknesses. 8. Develop a lesson plan for teaching an area of mathematics at the appropriate level. 9. Develop a unit plan for teaching an area of mathematics at the appropriate level. 10. Develop a learning center for a particular math skill at an appropriate level. 11. Construct a game for teaching a particular math skill at an appropriate level. 12. Review and evaluate available mathematics assessment material. 13. Review current mathematical publications.


COMPONENT NUMBER: 1009415 COMPONENT TITLE: College Math Concepts MAXIMUM POINT VALUE: 60 SCOPE: Elementary Teachers GENERAL OBJECTIVES: This component is designed for Pre K-6 teachers to increase competence in concepts of algebra, probability, logic and statistics. SPECIFIC OBJECTIVES: At the conclusion of a rigorous sixty hour mathematic component, each participant shall have developed the ability to:

1. Identify the intersection of two sets. 2. Perform operation on sets. 3. Identify the properties of Venn diagrams. 4. Apply the concepts/principles of informal logic. 5. Identify the truth value of a statement. 6. Identify a conditional statement. 7. Define a numeration system. 8. Identify the elements of the Real Number System. 9. Apply numeration concepts/principles within the Hindu-Arabic system. 10. List number systems with bases other than ten. 11. Perform computational skills with whole numbers using alternative algorithms. 12. Identify and perform computational skills with integers. 13. Perform computational skills on the set of rational numbers. 14. State properties of the set of real numbers. 15. Factor a non-prime integer. 16. Solve word problems using a systematic problem solving techniques. 17. Construct a bar graph, circle graph and a line graph. 18. Identify regular polygons with ten sides or less. 19. Apply the geometric principle of congruence. 20. Identify the parts of a geometric figure. 21. Calculate areas and perimeters of plane geometric figures. 22. Calculate the surface area of simple three dimensional figures. 23. Calculate volumes of simple three dimensional figures. 24. Solve elementary equations using the fundamental processes of algebra. 25. Find solutions to simple systems of equations. 26. Interpret the results of basic probability experiments. 27. Determine the probability of an event occurring. 28. Define the mean, median and mode of a set of numbers. 29. Interpret statistical data through the use of graphs.


1. Take part in seminars on various areas of mathematics. 2. Participate in discussions, demonstrations, and hands-on practice and assigned activities. 3. Perform probability experiments. 4. Work through problem-solving situations. 5. Complete graphing exercises. 6. Complete a product evaluation and development to meet the identified objectives on the component. 7. Perform activities using informal logic.





COMPONENT NUMBER: 1009416 COMPONENT TITLE: Algebra MAXIMUM POINT VALUE: 60 SCOPE: Math Teachers GENERAL OBJECTIVES: To broaden the knowledge and provide participants with a facility to apply the mathematical principles to the solution of a we variety of specific problems. SPECIFIC OBJECTIVES: At the conclusion of a rigorous sixty hour mathematic component, each participant shall have developed the ability to:

1. Identify the sets of natural numbers, whole numbers, integers, rational and irrational numbers, real numbers and complex numbers.

2. Identify the basic properties of the set of real numbers under the operations of multiplication and addition. 3. Perform operations on the set of complex numbers and its subsets. 4. Evaluate expressions involving additive inverses and absolute values. 5. Factor polynomials completely. 6. Perform operations which rational expressions. 7. Simplify expressions containing negative exponents and rational number exponents. 8. Use the properties of radicals to simplify the radical expressions involving the operations of addition, subtraction,

multiplication, and division. 9. Solve first degree equations using addition and multiplication, and division. 10. Solve equations containing fractions, decimals or parentheses. 11. Solve problems by translating to equations including number relationships, geometric formulas, investment

applications, mixture applications, uniform motion, and problems involving time to do a job. 12. Solve formulas and equations for indicated variables in terms of other variables. 13. Solve radical equations with one or two radical terms. 14. Find the equation of a line given a point on the line and its slope, given two points on the line, given a point on the

line and the equation of a line parallel or perpendicular to the line containing the point. 15. Solve an equation in quadratic form using the factor method, by completing the square, by the quadratic formula,

and by using u-substitution. 16. Apply the basic properties of inequalities to solve problems involving first degree inequalities and inequalities

involving absolute value. 17. Solve equations and inequalities involving rational expressions. 18. Apply the distance formula and the midpoint formula when given two points in a plane. 19. Given two functions, f (x) and g (x), identify the expressions that determine each of the following functions: f + g, f -

g, f x g, f/g, f ° g, g ° f. 20. Use graphs of functions to investigate properties of functions: symmetry, concepts of increasing, decreasing. 21. Use properties of functions and graphing techniques to graph specific functions: identity, absolute value, constant,

greatest integer, square root. 22. Solve applied problems using quadratic equations. 23. Graph quadratic functions and functions of degree greater than two. 24. Graph rational functions by locating x- and y- intercepts, extreme points, vertical and horizontal asymptotes. 25. Identify the standard forms for the equations of the graphs of conic sections: circles, ellipses, hyperbolas,

parabolas. 26. Graph the conic sections: circles, ellipses, hyperbolas, parabolas. 27. Use functions to describe relationships among variable quantities: direct variation, inverse variation, and joint

variation. 28. Solve and apply problem using exponential functions. (Calculator)

29. 29. Use logarithm properties of both common and natural logs to: a) write expressions as multiple of a sum or difference of logs b) write an expression as a single log, c) solve equations.

30. Solve applications using logarithms. (Calculator) 31. Solve a system of linear equations using elimination, substitution, matrix notation methods and Cramer’s Rule. 32. Evaluate determinants no larger then 3 x 3. 33. Find the partial fractions decomposition when given rational expression. 34. Identify the constraints and apply linear programming techniques to solve problems. 35. Use synthetic division, the remainder theorem, and the rational zero theorem to find the rational zeros and complex

zeros of polynomial functions. 36. Identify the conjugate of a complex number. 37. Determine the number of positive and negative zeros of a function. 38. Use the formulas for arithmetic and geometric sequences to find any unknowns in the formula. 39. Use the binomial theorem to: a) expand a given binomial, b) find a given term of a binomial 40. Use permutations to solve problems. (Calculator) 41. Interpret the results of basic probability experiments.


1. Take part in seminars on various areas of mathematics. 2. Participate in discussion, demonstrations, and hands-on practice and assigned activities. 3. Perform probability experiments. 4. Work through problem solving situations. 5. Complete graphing exercises. 6. Use a calculator in finding certain solutions. 7. Use a computer in finding certain solutions. 8. Complete a product evaluation and development to meet the identified objectives of the component.






COMPONENT NUMBER: 1009418 COMPONENT TITLE: Statistics MAXIMUM POINT VALUE: 60 SCOPE: Math Teachers GENERAL OBJECTIVES: The objective of this component is to broaden the knowledge and increase the competencies of the participants in the area of statistics and technology. SPECIFIC OBJECTIVES: Upon completion of the component, participants will show evidence of the ability to:

1. Use the Texas Instrument 81 calculator becoming familiar with: a) it’s menus and modes, b) its order of operations,

c) error messages, and d) roots, radicals, and exponents. 2. Draw a histogram, estimate center and spread, draw boxplots and relate boxplots and histograms to understand

variable data. 3. Using lists to solve variation/standard deviation and evaluate a mathematical expression. 4. Transfer data on the TI81. 5. Use matrices by creating a formula with weighted values and multiply the matrices. 6. Communicate linear models to communicate equivalent linear equations and absolute mean error. 7. Use lines as predictors. 8. Demonstrate least squares linear regression by absolute value and squaring. 9. Use probability as it relates to random numbers, relation frequency and long run stability. 10. Demonstrate normal distributions by measuring data histograms. 11. Use bivariate data to draw a model to illustrate residuals and create scatterplots, y=x line. 12. Demonstrate nonlinear models through residuals, transformations, and root mean squared error. 13. Demonstrate an understanding of geometric probability by generating approximation of pi, absolute value/shading

and waiting time simulation. 14. Use inference as it relates to likely/unlikely outcomes, 90% boxplots and confidence intervals. 15. Use Chi square distribution. 16. Use poisson distribution. 17. Use Hypo geometric distributions.


1. Take part in seminars on various areas of statistics 2. Participate in discussion, demonstrations, and hands-on practice and assigned activities. 3. Perform probability experiments. 4. Work through problem solving situations. 5. Use a calculator in finding certain solutions. 6. Use a computer in finding certain solutions. 7. Complete a product evaluation and development to meet the identified objectives of the component.


COMPONENT NUMBER: 1009440 COMPONENT TITLE: Arithmetic-Basic MAXIMUM POINT VALUE: 30 SCOPE: Instructional Personnel GENERAL OBJECTIVES: To further the knowledge and increase the competencies in arithmetic of the participants. SPECIFIC OBJECTIVES: Upon completion of the component, participant will:

1. Apply the elements of a number system 2. Apply numeration concepts/principles within the Hindu-Arabic system 3. Utilize computational skills and ideas with whole number using alternative algorithms 4. Identify concepts and principles of number theory 5. Utilize computational skills and ideas with rational numbers using alternative algorithms 6. Identify problem solving processes and strategies.


1. Take part in lectures and discussion concerning arithmetic 2. Participate in demonstrations and hands-on projects 3. Work through problem-solving situations 4. Complete a product evaluation and development to meet identified objectives of the component 5. Review materials relevant to arithmetic 6. Construct a game for classroom teaching of basic arithmetic skills for appropriate grade levels.


