COMPONENTS RELATED TO
ACCOMMODATIONS
TITLE: NEXT GENERATION CONTENT AREA READING-PROFESSIONAL DEVELOPMENT (NGCAR-
PD)
COMPONENT NUMBER: 1013012
IN-SERVICE POINTS: 60
DESCRIPTION: The purpose of this component is designed to prepare content area teachers to
effectively deliver reading intervention to students who score at Level 2 in reading on the state
summative assessment and do not need instruction in decoding and text reading efficiency.
Educators will increase knowledge of research-based instructional practices that establish high
cognitive demand while engaging in reading closely to draw evidence from a text, and writing
and researching tasks that necessitate an analysis of multiple sources which require students to
gather evidence and knowledge from multiple texts. Educators will increase knowledge of how
to teach comprehension and vocabulary strategies in an integrated fashion with instructional
coherence and direct application.
LINKS TO PRIORITY INITIATIVES:
Academic content standards for student achievement
Assessment and tracking of student progress
Instructional design and lesson planning
IMPACT AREA(S):
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 professional learning
SPECIFIC LEARNER OUTCOMES:
Increase knowledge of and implement research-based instructional practices in
classrooms
Increase knowledge of scientifically-based research for the elements of effective literacy
instruction in the content areas
Increase knowledge of the effective elements of content area literacy defined by the US
Department of Education’s Doing What Works in Adolescent Literacy series;
Observe models of and engage in practice implementing effective vocabulary strategies,
comprehension strategies, and extended text discussion in the content areas
Become skilled observers of students’ reading and writing behavior in the content areas
Interpret and use dynamic and static data as a basis for teaching in the content areas
Develop instructional plans for individuals, small groups, and classes in the content
areas
Reflect on and analyze their teaching of literacy in the content areas
Evaluate and select literacy materials based on content
Collect data to assess student learning
Learn how to address issues in content area reading
Develop a common language
Investigate the creation of conditions for learning in content area classrooms
Investigate strategic activities for sustaining literacy learning across content areas
Investigate strategic activities for expanding literacy learning across content areas
Amplify instruction utilizing writing to enhance literacy learning in content areas
IMPACT EVALUATION PROCEDURES:
What methods will be used to evaluate the impact of the component on the Targeted Impact
Areas and Targeted Learner Outcomes?
Staff:
A. Changes in instructional or learning environment practices implemented in the classroom
or directly with students (observed or measured impact on educator proficiency through the
district’s instructional or school leader evaluation system indicators, components, and/or
domains, and/or deliberate practice or IPDP/ILDP growth targets, and/or district or school level
processes for tracking student progress)
Student:
C. Portfolios of student work
Who will use the evaluation data gathered?
Impact data will be reviewed by the activity facilitators and Professional Development
Department.
PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS:
In addition to routine examination of information regarding changes to teacher and student
behavior throughout the implementation process, the activity facilitators and district staff will
also review evaluation data collected through the district professional development portal,
MyLearningPlan, to determine the degree of educator satisfaction with the delivery,
implementation, and evaluation of the activity. The information from the impact evaluations
and PD portal evaluations will be reviewed by district staff to determine need for revision of
content/process, and to align changes in teacher performance to student achievement.
TITLE: NEXT GENERATION CONTENT AREA READING-PROFESSIONAL DEVELOPMENT (NGCAR-
PD) PRACTICUM
COMPONENT NUMBER: 1013013
IN-SERVICE POINTS: 30
DESCRIPTION: The purpose of this component is designed to allow participants to apply the
knowledge and skills gained through the completion of the NGCAR-PD Academy through this
30-hour practicum. Participants create and implement vocabulary and comprehension
instruction and document evidence of student learning growth over time.
LINKS TO PRIORITY INITIATIVES:
Academic content standards for student achievement
Assessment and tracking of student progress
Instructional design and lesson planning
IMPACT AREA(S):
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 professional learning
SPECIFIC LEARNER OUTCOMES:
Use assessment and data analysis to monitor student progress and guide instruction
over time to ensure an increase in student learning.
Demonstrate research-based instructional practices for facilitating reading
comprehension.
Demonstrate research-based instructional practices for developing both academic and
domain specific vocabulary.
Demonstrate research-based comprehension instructional practices for developing
students’ higher order thinking to enhance comprehension.
Demonstrate research-based instructional practices for developing students’ ability to
read critically.
Demonstrate differentiation of instruction for all students utilizing increasingly complex
print and digital text.
Demonstrate skill in assessment and instruction with English language learners from
diverse backgrounds and at varying English proficiency levels.
Create an information intensive environment that includes print and digital text.
Use a variety of instructional practices to motivate and engage students in reading.
Demonstrate intentional, explicit, systematic writing instruction as it relates to the
ability to read written language.
IMPACT EVALUATION PROCEDURES:
What methods will be used to evaluate the impact of the component on the Targeted Impact
Areas and Targeted Learner Outcomes?
Staff:
A. Changes in instructional or learning environment practices implemented in the classroom
or directly with students (observed or measured impact on educator proficiency through the
district’s instructional or school leader evaluation system indicators, components, and/or
domains, and/or deliberate practice or IPDP/ILDP growth targets, and/or district or school level
processes for tracking student progress)
Student:
C. Portfolios of student work
Who will use the evaluation data gathered?
Impact data will be reviewed by the activity facilitators and Professional Development
Department.
PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS:
In addition to routine examination of information regarding changes to teacher and student
behavior throughout the implementation process, the activity facilitators and district staff will
also review evaluation data collected through the district professional development portal,
MyLearningPlan, to determine the degree of educator satisfaction with the delivery,
implementation, and evaluation of the activity. The information from the impact evaluations
and PD portal evaluations will be reviewed by district staff to determine need for revision of
content/process, and to align changes in teacher performance to student achievement.
TITLE: ESE: BEHAVIOR MANAGEMENT
COMPONENT NUMBER: 5404002 ESE COMPONENT NUMBER: 5101001*
IN-SERVICE POINTS: 60
DESCRIPTION: The purpose of this component is to increase educator knowledge of concepts
of behavior management for ESE students by allowing exploration of techniques and strategies
used in effective management systems. Educators will learn how to implement behavior
management strategies in their ESE classrooms.
LINKS TO PRIORITY INITIATIVES:
Learning Environment (as per FEAPs standards)
IMPACT AREA(S):
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
SPECIFIC LEARNER OUTCOMES:
Increase knowledge of research-based behavior management techniques and strategies
for use in an ESE classroom
Apply newly learned knowledge during discussions, reflections, and tasks during the
activity
Apply knowledge and skills when practicing newly learned skills during the development
activity with feedback from instructor to ensure accuracy
Create an action plan to implement behavior management techniques and strategies in
the classroom
Apply newly learned knowledge and skills through repetitive practice in the classroom in
accordance with the Implementation Agreement
Collect evidence of changes to educator skills and student learning in accordance with
the Monitoring Plan
Reflect on success of implementation and changes to educator skill and student learning
IMPACT EVALUATION PROCEDURES:
What methods will be used to evaluate the impact of the component on the targeted Impact
Areas and Specific Learner Outcomes?
STAFF:
A. Changes in instructional or learning environment practices implemented in the classroom
or directly with students (observed or measured impact on educator proficiency through the
district’s instructional or school leader evaluation system indicators, components, and/or
domains, and/or deliberate practice or IPDP/ILDP growth targets, and/or district or school level
processes for tracking student progress)
STUDENT:
D. Observation of student performance, OR
F. Other performance assessment(s) that reveal impact on students including learning
objectives or behavioral growth
PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS:
In addition to routine examination of information regarding changes to teacher and student
behavior throughout the implementation process, the activity facilitators and district staff will
also review evaluation data collected through the district professional development portal,
MyLearningPlan, to determine the degree of educator satisfaction with the delivery,
implementation, and evaluation of the activity. The information from the impact evaluations
and PD portal evaluations will be reviewed by district staff to determine need for revision of
content/process, and to align changes in teacher performance to student achievement.
*COMPONENT ALIGNS WITH RENEWAL REQUIREMENTS OF SB 1108: TEACHING STUDENTS
WITH DISABILITIES
TITLE: ESE: COLLEGE AND CAREER READINESS: TRANSITION PLANNING FOR ESE STUDENTS
ESE COMPONENT NUMBER: 2100002*
IN-SERVICE POINTS: 60
DESCRIPTION:
The purpose of this component is to provide teachers of ESE students with the knowledge and
strategies to develop and implement College and Career Readiness activities to include
transition and self-advocacy skills.
LINKS TO PRIORITY INITIATIVES:
Instructional design and lesson planning
Learning Environment (as per FEAPs standards)
Multi-tiered System of Supports (MTSS)
IMPACT AREAS:
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
SPECIFIC LEARNER OUTCOMES:
Increase knowledge of strategies to develop and implement College and Career
Readiness activities that relate to transition skills
Increase knowledge of strategies to develop and implement College and Career
Readiness activities that relate to self-advocacy skills
Increase knowledge and apply skills to develop secondary goals
Demonstrate knowledge of agency involvement
Develop summaries of performance
Implement career exploration activities
IMPACT EVALUATION PROCEDURES:
What methods will be used to evaluate the impact of the component on the Targeted Impact
Areas and Targeted Learner Outcomes?
STAFF:
A. Changes in instructional or learning environment practices implemented in the classroom
or directly with students (observed or measured impact on educator proficiency through the
district’s instructional or school leader evaluation system indicators, components, and/or
domains, and/or deliberate practice or IPDP/ILDP growth targets, and/or district or school level
processes for tracking student progress)
STUDENT:
F. Other performance assessment(s) that reveal impact on students including learning
objectives or behavioral growth
PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS:
In addition to routine examination of information regarding changes to teacher and student
behavior throughout the implementation process, the activity facilitators and district staff will
also review evaluation data collected through the district professional development portal,
MyLearningPlan, to determine the degree of educator satisfaction with the delivery,
implementation, and evaluation of the activity. The information from the impact evaluations
and PD portal evaluations will be reviewed by district staff to determine need for revision of
content/process, and to align changes in teacher performance to student achievement.
*COMPONENT ALIGNS WITH RENEWAL REQUIREMENTS OF SB 1108: TEACHING STUDENTS
WITH DISABILITIES.
TITLE: ESE: CRISIS PREVENTION INTERVENTION (CPI)
COMPONENT NUMBER: 6403001
IN-SERVICE POINTS: 60
DESCRIPTION: The purpose of this component is to familiarize school personnel with early
intervention and nonphysical methods for preventing or managing disruptive behavior.
CPI's Personal Safety TechniquesSMfor staff are also demonstrated and practiced in this seminar
to prepare staff to safely remove themselves and others from a dangerous situation. In
addition, participants will learn crisis intervention methods to include the study and practice of
non-harmful Nonviolent Physical Crisis InterventionSM. These techniques are taught to be used
as a last resort when an individual becomes an immediate danger to self or others.
LINKS TO PRIORITY INITIATIVES:
Learning Environment (as per FEAPs standards)
IMPACT AREA(S):
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
SPECIFIC LEARNER OUTCOMES: (per CPI website)
Increase knowledge of how to identify behaviors that could lead to a crisis.
Increase knowledge of how to most effectively respond to each behavior to prevent the
situation from escalating.
Increase knowledge of how to use verbal and nonverbal techniques to defuse hostile
behavior and resolve a crisis before it becomes violent.
Increase knowledge of how to cope with personal fear and anxiety.
Increase knowledge of how to use CPI's Principles of Personal Safety to avoid injury if
behavior becomes physical.
Identify when it’s appropriate to physically intervene.
Increase knowledge of how to develop team intervention strategies and techniques.
Increase knowledge of how to assess the physical and psychological well-being of those
involved in a crisis.
Increase knowledge of how to safely and effectively control and transport an individual.
Increase knowledge of how to maintain rapport with the acting-out individual.
Identify key steps for debriefing after a crisis.
Increase knowledge of how to properly document an incident.
IMPACT EVALUATION PROCEDURES:
What methods will be used to evaluate the impact of the component on the targeted Impact
Areas and Specific Learner Outcomes?
STAFF:
A. Changes in instructional or learning environment practices implemented in the classroom
or directly with students (observed or measured impact on educator proficiency through the
district’s instructional or school leader evaluation system indicators, components, and/or
domains, and/or deliberate practice or IPDP/ILDP growth targets, and/or district or school level
processes for tracking student progress)
STUDENT:
D. Observation of student performance, OR
F. Other performance assessment(s) that reveal impact on students including learning
objectives or behavioral growth
PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS:
In addition to routine examination of information regarding changes to teacher and student
behavior throughout the implementation process, the activity facilitators and district staff will
also review evaluation data collected through the district professional development portal,
MyLearningPlan, to determine the degree of educator satisfaction with the delivery,
implementation, and evaluation of the activity. The information from the impact evaluations
and PD portal evaluations will be reviewed by district staff to determine need for revision of
content/process, and to align changes in teacher performance to student achievement.
TITLE: ESE: FLORIDA’S STATE STANDARDS ACCESS POINTS
ESE COMPONENT NUMBER: 2105001*
IN-SERVICE POINTS: 60
DESCRIPTION: The purpose of this component is to provide educators of Exceptional Student
Education the knowledge and skills essential for the implementation of the Florida State
Standards ACCESS Points.
LINKS TO PRIORITY INITIATIVES:
Academic content standards for student achievement
Assessment and tracking student progress
Instructional design and lesson planning
IMPACT AREA(S):
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 professional learning
SPECIFIC LEARNER OUTCOMES: (per CPI website)
Increase knowledge of location of Florida’s State Standards ACCESS Points and resources
aligned to these standards through introduction to CPALMs website
Apply knowledge of the ACCESS Points when designing instructional plans or lessons
Incorporate instructional methods or strategies introduced into instructional sequences
or lesson plans
Identify methods to administer student growth measures to determine progress toward
standards mastery
Determine instructional shifts based on data to ensure student progress toward
standards mastery is continual
IMPACT EVALUATION PROCEDURES:
What methods will be used to evaluate the impact of the component on the targeted Impact
Areas and Specific Learner Outcomes?
STAFF:
A. Changes in instructional or learning environment practices implemented in the classroom
or directly with students (observed or measured impact on educator proficiency through the
district’s instructional or school leader evaluation system indicators, components, and/or
domains, and/or deliberate practice or IPDP/ILDP growth targets, and/or district or school level
processes for tracking student progress)
STUDENT:
B. Results of school/teacher-constructed student growth measures that track student
progress
C. Portfolios of student work, OR
D. Observation of student performance, OR
F. Other performance assessment(s) that reveal impact on students including learning
objectives or behavioral growth
PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS:
In addition to routine examination of information regarding changes to teacher and student
behavior throughout the implementation process, the activity facilitators and district staff will
also review evaluation data collected through the district professional development portal,
MyLearningPlan, to determine the degree of educator satisfaction with the delivery,
implementation, and evaluation of the activity. The information from the impact evaluations
and PD portal evaluations will be reviewed by district staff to determine need for revision of
content/process, and to align changes in teacher performance to student achievement.
*COMPONENT ALIGNS WITH RENEWAL REQUIREMENTS OF SB 1108: TEACHING STUDENTS
WITH DISABILITIES.
TITLE: ESE: POLICIES AND PROCEDURES
COMPONENT NUMBER: 6403001
IN-SERVICE POINTS: 45
DESCRIPTION: The purpose of this component is to introduce teachers of ESE students to
updated ESE policies and procedures by teaching them the latest terminology, formats and
legal issues used in implementing the policies and procedures.
LINKS TO PRIORITY INITIATIVES:
Continuous improvement practices
Professional and ethical behavior
Regulatory or compliance requirements
IMPACT AREA(S):
Study leading to deep understanding of the practice(s), standard(s), and/or process(es)
targeted
SPECIFIC LEARNER OUTCOMES:
Increase knowledge of ESE policies and procedures, content to be determined by
facilitator
Increase knowledge of terminology, formats, and legal issues used in implementing ESE
policies and procedures
Apply newly learned skills during reflective activities and discussions
IMPACT EVALUATION PROCEDURES:
What methods will be used to evaluate the impact of the component on the targeted Impact
Areas and Specific Learner Outcomes?
STAFF:
C. Changes in student services/support practices
STUDENT:
G. Did not evaluate student outcomes as “evaluation method, staff” is the significantly more
relevant measure for assessing impact of the component and supporting decisions to retain,
revise, or delete the component.
PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS:
In addition to routine examination of information regarding changes to teacher and student
behavior throughout the implementation process, the activity facilitators and district staff will
also review evaluation data collected through the district professional development portal,
MyLearningPlan, to determine the degree of educator satisfaction with the delivery,
implementation, and evaluation of the activity. The information from the impact evaluations
and PD portal evaluations will be reviewed by district staff to determine need for revision of
content/process, and to align changes in teacher performance to student achievement.
TITLE: ESE: INCLUSIVE PRACTICES FOR STUDENTS WITH DISABILITIES
ESE COMPONENT NUMBER: 2100003*
IN-SERVICE POINTS: 60
DESCRIPTION: The purpose of this component is to provide teachers and staff of ESE students
strategies and guidelines for inclusive education, including how to implement accommodations
in the ESE/regular classroom.
LINKS TO PRIORITY INITIATIVES:
Academic content standards for student achievement
Assessment and tracking student progress
Continuous improvement practices
Instructional design and lesson planning
Learning Environment (as per FEAPs standards)
Regulatory or compliance requirements
IMPACT AREA(S):
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
SPECIFIC LEARNER OUTCOMES:
Increase knowledge of strategies and guidelines for inclusive education
Apply strategies and guidelines for inclusive education through reflective activities,
engaging in discussions, and other methods as determined by the facilitator
Increase knowledge of methods to implement accommodations in the regular/ESE
classroom
Apply methods to implement accommodations in the regular/ESE classroom through
practice activities in which facilitator feedback is provided during practice
IMPACT EVALUATION PROCEDURES:
What methods will be used to evaluate the impact of the component on the targeted Impact
Areas and Specific Learner Outcomes?
STAFF:
C. Changes in student services/support practices, OR
D. Other changes in practices supporting effective implementation of job responsibilities
(observed or measured impact on specific job responsibilities)
STUDENT:
B. Results or school/teacher-constructed student growth measures that track student
progress, OR
C. Portfolios of student work, OR
D. Observation of student performance, OR
F. Other performance assessment(s) that reveal impact on students including learning
objectives or behavioral growth
PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS:
In addition to routine examination of information regarding changes to teacher and student
behavior throughout the implementation process, the activity facilitators and district staff will
also review evaluation data collected through the district professional development portal,
MyLearningPlan, to determine the degree of educator satisfaction with the delivery,
implementation, and evaluation of the activity. The information from the impact evaluations
and PD portal evaluations will be reviewed by district staff to determine need for revision of
content/process, and to align changes in teacher performance to student achievement.
*COMPONENT ALIGNS WITH RENEWAL REQUIREMENTS OF SB 1108: TEACHING STUDENTS
WITH DISABILITIES.
TITLE: ESE: INSTRUCTIONAL METHODS FOR TEACHING PRE-K DISABILITIES
ESE COMPONENT NUMBER: 2100004*
IN-SERVICE POINTS: 60
DESCRIPTION: The purpose of this component is to provide teachers of young children with
disabilities strategies and techniques to use in the learning environment, lesson design and
implementation, and methods to determine student progress toward mastery of proficiency
goals.
LINKS TO PRIORITY INITIATIVES:
Academic content standards for student achievement
Assessment and tracking student progress
Continuous improvement practices
Instructional design and lesson planning
Learning Environment (as per FEAPs standards)
IMPACT AREA(S):
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
SPECIFIC LEARNER OUTCOMES:
Increase knowledge of strategies and techniques for the education of young children
with disabilities
Apply strategies and techniques for the education of young children with disabilities
through reflective activities, engaging in discussions, and other methods as determined
by the facilitator
IMPACT EVALUATION PROCEDURES:
What methods will be used to evaluate the impact of the component on the targeted Impact
Areas and Specific Learner Outcomes?
STAFF:
A. Changes in instructional or learning environment practices implemented in the classroom
or directly with students (observed or measured impact on educator proficiency through the
district’s instructional or school leader evaluation system indicators, components, and/or
domains, and/or deliberate practice or IPDP/ILDP growth targets, and/or district or school level
processes for tracking student progress)
STUDENT:
B. Results or school/teacher-constructed student growth measures that track student
progress, OR
C. Portfolios of student work, OR
D. Observation of student performance, OR
F. Other performance assessment(s) that reveal impact on students including learning
objectives or behavioral growth
PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS:
In addition to routine examination of information regarding changes to teacher and student
behavior throughout the implementation process, the activity facilitators and district staff will
also review evaluation data collected through the district professional development portal,
MyLearningPlan, to determine the degree of educator satisfaction with the delivery,
implementation, and evaluation of the activity. The information from the impact evaluations
and PD portal evaluations will be reviewed by district staff to determine need for revision of
content/process, and to align changes in teacher performance to student achievement.
*COMPONENT ALIGNS WITH RENEWAL REQUIREMENTS OF SB 1108: TEACHING STUDENTS
WITH DISABILITIES.
TITLE: ESE: INSTRUCTIONAL METHODS FOR TEACHING STUDENTS WITH TRAUMATIC-BRAIN
INJURY
ESE COMPONENT NUMBER: 2100005*
IN-SERVICE POINTS: 60
DESCRIPTION: The purpose of this component is to provide teachers of students with
traumatic-brain injuries strategies and techniques to use in the learning environment, lesson
design and implementation, and methods to determine student progress toward mastery of
proficiency goals.
LINKS TO PRIORITY INITIATIVES:
Academic content standards for student achievement
Assessment and tracking student progress
Continuous improvement practices
Instructional design and lesson planning
Learning Environment (as per FEAPs standards)
IMPACT AREA(S):
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
SPECIFIC LEARNER OUTCOMES:
Increase knowledge of strategies and techniques for the education of students with
traumatic brain injuries
Apply strategies and techniques for the education of students with traumatic brain
injuries through reflective activities, engaging in discussions, and other methods as
determined by the facilitator
IMPACT EVALUATION PROCEDURES:
What methods will be used to evaluate the impact of the component on the targeted Impact
Areas and Specific Learner Outcomes?
STAFF:
A. Changes in instructional or learning environment practices implemented in the classroom
or directly with students (observed or measured impact on educator proficiency through the
district’s instructional or school leader evaluation system indicators, components, and/or
domains, and/or deliberate practice or IPDP/ILDP growth targets, and/or district or school level
processes for tracking student progress)
STUDENT:
B. Results or school/teacher-constructed student growth measures that track student
progress, OR
C. Portfolios of student work, OR
D. Observation of student performance, OR
F. Other performance assessment(s) that reveal impact on students including learning
objectives or behavioral growth
PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS:
In addition to routine examination of information regarding changes to teacher and student
behavior throughout the implementation process, the activity facilitators and district staff will
also review evaluation data collected through the district professional development portal,
MyLearningPlan, to determine the degree of educator satisfaction with the delivery,
implementation, and evaluation of the activity. The information from the impact evaluations
and PD portal evaluations will be reviewed by district staff to determine need for revision of
content/process, and to align changes in teacher performance to student achievement.
*COMPONENT ALIGNS WITH RENEWAL REQUIREMENTS OF SB 1108: TEACHING STUDENTS
WITH DISABILITIES.
TITLE: ESE: INSTRUCTIONAL METHODS FOR TEACHING STUDENTS WITH VARYING NEEDS
ESE COMPONENT NUMBER: 2100006*
IN-SERVICE POINTS: 60
DESCRIPTION: The purpose of this component is to provide teachers of students with varying
needs strategies and techniques to use in the learning environment, lesson design and
implementation, and methods to determine student progress toward mastery of proficiency
goals.
LINKS TO PRIORITY INITIATIVES:
Academic content standards for student achievement
Assessment and tracking student progress
Continuous improvement practices
Instructional design and lesson planning
Learning Environment (as per FEAPs standards)
IMPACT AREA(S):
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
SPECIFIC LEARNER OUTCOMES:
Increase knowledge of strategies and techniques for the education of students with
varying needs
Apply strategies and techniques for the education of students with varying needs
through reflective activities, engaging in discussions, and other methods as determined
by the facilitator
IMPACT EVALUATION PROCEDURES:
What methods will be used to evaluate the impact of the component on the targeted Impact
Areas and Specific Learner Outcomes?
STAFF:
A. Changes in instructional or learning environment practices implemented in the classroom
or directly with students (observed or measured impact on educator proficiency through the
district’s instructional or school leader evaluation system indicators, components, and/or
domains, and/or deliberate practice or IPDP/ILDP growth targets, and/or district or school level
processes for tracking student progress)
STUDENT:
B. Results or school/teacher-constructed student growth measures that track student
progress, OR
C. Portfolios of student work, OR
D. Observation of student performance, OR
F. Other performance assessment(s) that reveal impact on students including learning
objectives or behavioral growth
PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS:
In addition to routine examination of information regarding changes to teacher and student
behavior throughout the implementation process, the activity facilitators and district staff will
also review evaluation data collected through the district professional development portal,
MyLearningPlan, to determine the degree of educator satisfaction with the delivery,
implementation, and evaluation of the activity. The information from the impact evaluations
and PD portal evaluations will be reviewed by district staff to determine need for revision of
content/process, and to align changes in teacher performance to student achievement.
*COMPONENT ALIGNS WITH RENEWAL REQUIREMENTS OF SB 1108: TEACHING STUDENTS
WITH DISABILITIES.
TITLE: FDLRS: PDA ONLINE: TEACHING STUDENTS WITH DISABILITIES
ESE COMPONENT NUMBER: 3100003*
IN-SERVICE POINTS: 20
DESCRIPTION: The purpose of this activity is to provide educators with information about the
foundations of exceptional student education in Florida, the provision of services, and
appropriate instructional practices for students with disabilities.
LINKS TO PRIORITY INITIATIVES:
Continuous improvement practices
Digital Learning/Technology Infusion
Instructional design and lesson planning
Learning Environment (as per FEAPs standards)
IMPACT AREA(S):
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
SPECIFIC LEARNER OUTCOMES: (per PDA ONLINE)
Identify state and federal legislation that has affected the education of students with
disabilities.
Identify the six principles of the Individuals with Disabilities Education Act (IDEA).
Recognize the sequence in the exceptional education process from referral to
reevaluation.
Understand the safeguards that exit to ensure that the rights of children with disabilities
and their parents are protected.
Understand the typical development and characteristics (e.g., language, cognitive-
academic, social-emotional, sensory, physical-motor) of children.
Compare and contrast the classifications and eligibility criteria established under IDEA
and in the Florida State Board of Education rules.
Identify models of support for assisting students with disabilities in accessing the
general education curricula.
Identify the guidelines of differentiated instruction used to maximize achievement for all
students.
Identify the principles and guidelines of Universal Design for Learning in order to
eliminate barriers to learning.
Explore how specially designed instruction for students with disabilities is related to
universal instruction.
Identify instructional strategies for acquisition, generalization, and maintenance of
standards-based skills.
Identify ongoing informal assessment techniques for adjusting instruction.
Identify instructional tools that can be used to support a differentiated environment
that is responsive to individual learner needs.
Identify various adjustments that can be made to instruction to support a differentiated
learning environment.
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. Complete all online learning activities.
2. Review all module content, related professional articles and websites.
3. Review references and resources.
4. Identify key terms associated with the exceptional students with disabilities
5. Complete activities to demonstrate understanding of sequential steps involved in the
exceptional education process.
6. Complete all activities to demonstrate understanding of strategies for differentiating,
adapting instruction.
7. Complete all activities to demonstrate understanding of instructional methods for
integrating instruction in the classroom.
8. Complete activities to check understanding throughout all units.
9. Complete "Required - Check Your Understanding" activities within each unit of the
module.
10. Complete the final assessment with a 80% accuracy rate.
Evaluation:
STAFF: B—Changes in instructional leadership or faculty development practices (observed or
measured impact on leader proficiency, faculty, or students)
Participants will complete "Required - Check Your Understanding" activities in each unit of the
module. Participants will be required to complete a final assessment at the end of the module
and must score a minimum of 80% in order to print out a module completion certificate.
Participants are given unlimited trials to achieve the 80% passing rate during the twelve week
enrollment period with a mandatory wait time of 24 hours between each retake.
In order to earn in-service points participants are required to complete one of three follow-up
activity options in addition to the module content.
STUDENT: Z—Did not evaluate student outcomes due to absence of reliable, valid and
measurable causes and effect relationship between professional development and impact on
students.
Follow-Up Strategies:
Following successful completion of the module, participants must complete one of the follow-
up activity options. The three options are outlined in the Teaching Students with Disabilities
Follow-up Activities document.
Verification of completed follow-up activities by the participants' supervisor is required, in
order for a district to award 20 in-service points. Each district is responsible to ascertain if the
content of this module satisfies the content requirements for students with disabilities credit.
In-service points are awarded by the school districts through their Master In-service Plan.
PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS:
In addition to routine examination of information regarding changes to teacher and student
behavior throughout the implementation process, the activity facilitators and district staff will
also review evaluation data collected through the district professional development portal,
MyLearningPlan, to determine the degree of educator satisfaction with the delivery,
implementation, and evaluation of the activity. The information from the impact evaluations
and PD portal evaluations will be reviewed by district staff to determine need for revision of
content/process, and to align changes in teacher performance to student achievement.
*COMPONENT ALIGNS WITH RENEWAL REQUIREMENTS OF SB 1108: TEACHING STUDENTS
WITH DISABILITIES.
TITLE: FDLRS: PDA ONLINE: TECHNOLOGY FOR STUDENT SUCCESS: AN INTRODUCTION
ESE COMPONENT NUMBER: 3100001*
IN-SERVICE POINTS: 20
DESCRIPTION: The purpose of this component is to provide an opportunity for participants to
compare and contrast instructional technology, assistive technology, accessible instructional
materials, and Universal Design for Learning; and, to determine appropriate tools to meet
student needs and identify available resources to support district/school use of instructional
technology, assistive technology, accessible instructional materials, and Universal Design for
Learning.
LINKS TO PRIORITY INITIATIVES:
Continuous improvement practices
Digital Learning/Technology Infusion
Instructional design and lesson planning
Learning Environment (as per FEAPs standards)
IMPACT AREA(S):
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
SPECIFIC LEARNER OUTCOMES: (per PDA ONLINE)
Identify the three principles of the UDL framework and their associated checkpoints.
Explore and utilize UDL resources.
Apply UDL strategies to struggling learners.
Define assistive technology.
Define assistive technology services.
Align various assistive technologies with student needs.
Identify the characteristics of instructional technology.
Align various instructional technologies with curriculum areas.
Identify various types of accessible instructional materials (AIM).
Explore a variety of AIM resources.
Show how AIM relates to UDL, AT, and IT.
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. Complete all online learning activities.
2. Review all module content, related professional articles and websites.
3. View related videotapes and power-point presentations.
4. Review references and resources.
5. Meet as a group (face-to-face and/or virtually) to share challenges and successes via e-
mail and/or discussion.
6. Identify key technology terms.
7. Identify key legislation that impacts technology for student with disabilities.
8. Explore the framework for Universal Design for Learning (UDL), including the three
guiding principles and their associated guidelines and checkpoints.
9. Complete activities that identify UDL strategies and consider their application in the
classroom.
10. Explore assistive technology devices, services and assessment processes needed to align
various technologies with the individual needs of students.
11. Complete activities to demonstrate understanding of the differences between high, low
and mid-tech assistive technology devices.
12. Complete activities to demonstrate an understanding of the characteristics of
instructional technology and how to align and apply the use of such technology across
curriculum areas.
13. Complete activities to identify accessible instructional materials and resources.
14. Complete activities to demonstrate understanding of the three aspects (content,
structure and presentation) of instructional materials the IEP team may consider when
determining what appropriate and accessible instructional materials a student needs.
15. Complete teacher self-assessments and reflect on personal experiences related to
technology in the classroom.
16. Complete all comprehension checks.
17. Complete all assessment tasks.
Evaluation:
STAFF: B—Changes in instructional leadership or faculty development practices (observed or
measured impact on leader proficiency, faculty, or students)
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.
STUDENT: D—Observation of student performance
Follow-Up Strategies:
Participants will demonstrate continued implementation and application of knowledge learned
from this module via e-mail with facilitator and group meetings. 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.
PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS:
In addition to routine examination of information regarding changes to teacher and student
behavior throughout the implementation process, the activity facilitators and district staff will
also review evaluation data collected through the district professional development portal,
MyLearningPlan, to determine the degree of educator satisfaction with the delivery,
implementation, and evaluation of the activity. The information from the impact evaluations
and PD portal evaluations will be reviewed by district staff to determine need for revision of
content/process, and to align changes in teacher performance to student achievement.
*COMPONENT ALIGNS WITH RENEWAL REQUIREMENTS OF SB 1108: TEACHING STUDENTS
WITH DISABILITIES.
TITLE: FDLRS: PDA ONLINE: TECHNOLOGY FOR STUDENT SUCCESS: ASSISTIVE TECHNOLOGY
ESE COMPONENT NUMBER: 3100002*
IN-SERVICE POINTS: 20
DESCRIPTION: The purpose of this activity is to provide an opportunity for participants to
identify and explore assistive technology devices and services and to examine the process of
helping students with disabilities select, obtain, and use assistive technology. To explore basic
information about the impact of six identified areas of disability including: vision, auditory,
physical, communication, intellectual, and cognitive processing and how assistive technology
devices and services provide support in dealing with the impact of those disabilities.
LINKS TO PRIORITY INITIATIVES:
Continuous improvement practices
Digital Learning/Technology Infusion
Instructional design and lesson planning
Learning Environment (as per FEAPs standards)
IMPACT AREA(S):
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
SPECIFIC LEARNER OUTCOMES: (per PDA ONLINE)
Understand that students with disabilities benefit from the use of assistive technologies.
Understand that there is a wide range of technologies that can be considered for use as
assistive technology by students with disabilities.
Identify characteristics of visual impairments.
Explore how visual impairments impact student learning and access to the education
environment.
Explore the assessment process for identifying and aligning various assistive
technologies to meet the needs of students with visual impairments.
Identify characteristics of hearing impairments.
Explore how hearing impairments impact student learning and access to the education
environment.
Explore various assistive technologies to meet the needs of students with hearing
impairments.
Identify characteristics of physical impairments.
Explore how physical impairments impact student learning and access to the education
environment.
Explore the assessment process for identifying and aligning various assistive
technologies to meet the needs of students with physical impairment
Identify characteristics of speech and language impairments.
Explore how speech and language impairments impact student learning and access to
the education environment.
Explore the assessment process for identifying and aligning various assistive
technologies to meet the needs of students with speech and language impairments.
Identify characteristics of intellectual impairments.
Explore how intellectual impairments impact student learning and access to the
education environment.
Explore the assessment process for identifying and aligning various assistive
technologies to meet the needs of students with intellectual impairments.
Identify characteristics of cognitive processing disabilities.
Explore how these disabilities impact student learning and access to the education
environment.
Explore the assessment process for identifying and aligning various assistive
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. Complete all online learning activities.
2. Review all module content, related professional articles and websites.
3. View related videotapes and power-point presentations.
4. Review references and resources.
5. Meet as a group (face-to-face and/or virtually) to share challenges and successes via e-mail
and/or discussion.
6. Identify key terms associated with assistive technology that may be used to meet the needs
of students with six targeted areas of disability.
7. Explore assistive technology devices, services and assessment processes needed to align
various technologies with the individual needs of students across six major identified areas of
disability across curriculum areas.
8. Complete activities to demonstrate understanding of the differences between high, low and
mid-tech assistive technology devices across six major identified areas of disability.
9. Complete activities to demonstrate an understanding of the characteristics of assistive
technology and how to align and apply the use of such technology with students across six
major areas of disability across curriculum areas.
10. Complete activities to identify assistive technology devices and services that align with
individual needs of students across six major identified areas of disabilities.
11. Complete teacher self-assessments and reflect on personal experiences related to
technology in the classroom.
12. Complete all comprehension checks.
13. Complete all assessment tasks.
Evaluation:
STAFF: B—Changes in instructional leadership or faculty development practices (observed or
measured impact on leader proficiency, faculty, or students)
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.
STUDENT: D—Observation of student performance
Follow-Up Strategies:
Participants will demonstrate continued implementation and application of knowledge learned
from this module via e-mail with facilitator and group meetings. 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.
PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS:
In addition to routine examination of information regarding changes to teacher and student
behavior throughout the implementation process, the activity facilitators and district staff will
also review evaluation data collected through the district professional development portal,
MyLearningPlan, to determine the degree of educator satisfaction with the delivery,
implementation, and evaluation of the activity. The information from the impact evaluations
and PD portal evaluations will be reviewed by district staff to determine need for revision of
content/process, and to align changes in teacher performance to student achievement.
*COMPONENT ALIGNS WITH RENEWAL REQUIREMENTS OF SB 1108: TEACHING STUDENTS
WITH DISABILITIES.
TITLE: PROGRAM IMPLEMENTATION TRAINING
COMPONENT NUMBER: 8409006
IN-SERVICE POINTS: 30
DESCRIPTION:
The purpose of this component is to increase educator knowledge and skills necessary to
successfully implement core, supplemental, and/or intervention program materials and
resources.
LINKS TO PRIORITY INITIATIVES:
Academic content standards for student achievement
Assessment and tracking student progress
Instructional design and lesson planning
FLORIDA PD PROTOCOL STANDARDS SUPPORTED BY THIS COMPONENT:
EDUCATOR SCHOOL DISTRICT
PLANNING
LEARNING
IMPLEMENTING
EVALUATING
NOT SIGNIFICANTLY RELATED TO ANY PROTOCOL STANDARD
IMPACT AREA:
Study leading to deep understanding of the practice(s), standard(s), and/or
process(es) targeted
SPECIFIC LEARNER OUTCOMES:
Increase knowledge of core, supplemental, and/or intervention program materials and
resources, as determined by activity facilitator
Increase knowledge of digital materials and resources included with the core,
supplemental, and/or intervention program, as needed.
Practice methods to implement core, supplemental, and/or intervention program
materials, as determined by activity facilitator
Practice accessing and using digital materials and resources included in the core,
supplemental, and/or intervention program, as needed
Apply knowledge of core, supplemental, and/or intervention materials and resources,
including digital, through training-related activities and/or job-related implementation
activities
LEARNING PROCEDURES:
WHAT will occur during this professional development component delivery?
A. Knowledge Acquisition: Workshop
The facilitator will introduce materials and resources, including digital, to successfully
implement the core, supplemental, and/or intervention mathematical program (ex. Modeling,
video clips, streaming media, etc.), provide opportunities for participant discussion and
engagement with new learning, and provide time for reflection on application and integration
of newly learned skills in current job responsibilities (ex. Action steps, collaborative discussions,
etc.).
HOW will the experiences be provided to participants during this delivery?
Facilitated group discussions, individual reflection, participant practice with instructor
feedback, participant planning
KEY ISSUES to be included in participant implementation agreements?
No implementation agreements to be created; activity is a training in which educator skills will
increase to perform newly learned skills.
IMPLEMENTATION/MONITORING PROCEDURES:
P. Participant Product related to training or learning process (may include lesson plans, written
reflection on lessons learned, audio/video exemplars, case study findings, modeling improved
practice, samples of resulting student work, and/or collegial training resources), OR
R. Electronic-interactive with on-going monitoring and feedback via online or face-to-face
facilitation on targeted learning, OR
S. Electronic-non-interactive with learning monitored thru online comprehension checks
and/or participant’s summative reports or modeling to peers or supervisors
Participants will demonstrate increased skills through a variety of methods such as:
Journal log review
Lesson plan/portfolio review
Levels of use study
o Observations
o Surveys
o Interviews
Peer coaching observation/feedback
Sharing information session
Technical consultation meeting
Work site demonstration/observation
IMPACT EVALUATION PROCEDURES:
What methods will be used to evaluate the impact of the component on the targeted Impact
Areas and Specific Learner Outcomes?
STAFF: D—Other changes in practices supporting effective implementation of job
responsibilities (observed or measured impact on specific job responsibilities), OR
G—Changes in observed educator proficiency in practices that occur generally without
students present (ex. Lesson design, collegial team learning processes, problem-solving
processes, needs assessments, data analyses, sharing practices with colleagues)
STUDENTS: F—Other performance assessment(s) that reveal impact on students including
learning objectives or behavioral growth
G—Did not evaluate student outcomes as “evaluation method, staff” is the
significantly more relevant measure for assessing impact of the component and supporting
decisions to retain, revise, or delete the component.
Participants will use multiple measures to determine changes in professional practices and
student performance as a result of participation in the development activity. These measures
will include documentation of changes in educator practice related to job responsibilities that
occur with or without students present.
Who will use the evaluation impact data gathered?
Impact data will be reviewed by the activity facilitators and Professional Development
Department.
PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS:
In addition to routine examination of information regarding changes to teacher and student
behavior throughout the implementation process, the activity facilitators and district staff will
also review evaluation data collected through the district professional development portal,
MyLearningPlan, to determine the degree of educator satisfaction with the delivery,
implementation, and evaluation of the activity. The information from the impact evaluations
and PD portal evaluations will be reviewed by district staff to determine need for revision of
content/process, and to align changes in teacher performance to student achievement.