PDA Online Courses

Sponsered by FDLRS/Action Resource Center

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Courses begin the first week of October!

The PDA online facilitated modules provide comprehensive, high quality and accessible professional development for Florida educators wanting to improve their skills in responding to the needs of all students. Coordinated through the FDLRS Network, the PDA Program, originally known as PDA-ESE, is available free of charge to all Florida educators.


Target Audience: The content and instructional strategies presented in these professional learning events are aligned with Common Core State Standards and the Marzano Instructional Framework for effective planning, sequencing, instructional design and teaching.

Introduction to Differentiating Instruction

October 2 to November 23, 2012
15 in-service points

Online Orientation on October 2 from 5-6:30pm

Teachers who want to maximize each student's potential have to respond to differences by developing a differentiated classroom environment. The teacher must have clarity about the learning goals, use assessment information to make instructional decisions and provide engaging and challenging work that is matched to a learner’s needs. Differentiated instruction is an observable, classroom level practice that uses assessment information to monitor students’ rate of progress and level of performance over time in order to make data-based decisions.

Technology for Student Success: An Introduction

October 2 to November 23, 2012
15 in-service points

Online Orientation on October 2 from 5-6:30pm

Technology for Student Success: An Introduction online module is designed to assist in identifying the components of assistive technology, instructional technology, Universal Design for Learning, and accessible instructional materials. The module provides an introduction to using these components to support students in the classroom.

Differentiating Mathematics Instruction

October 3 to December 14, 2012
30 in-service points

Online Orientation on October 3 from 5-6:30pm and two additional online group meetings (attendance required).


The Differentiating Mathematics Instruction for All Students module focuses on how to use the guidelines for differentiation along with sound mathematical strategies guided by a responsive decision-making framework so that all students can achieve at the highest level.

Differentiating Science Instruction

October 3 to December 14, 2012
30 in-service points
Online Orientation on October 3 from 5-6:30pm and two additional online group meetings (attendance required).


The Differentiating Science Instruction for All Students module focuses on how to use the guidelines for differentiation along with a high-quality science curriculum guided by a responsive decision-making framework so that each student can achieve at the highest possible level.

Instructional Practices

October 4 to December 14, 2012
60 in-service points

Online Orientation on October 4 from 5-6:30pm and three additional online group meetings (attendance required).

To increase participants’ knowledge of instructional practices in exceptional student education including, but not limited to,

  1. Analyze assessment information to identify a student's educational needs and instructional levels in order to select appropriate specialized instructional techniques, strategies, and materials.
  2. Identify characteristics of reliable sources of scientifically based research related to instructional practices.
  3. Identify instructional strategies for acquisition, generalization, and maintenance of skills (e.g., functional and applied academic skills, workplace and career skills, independent living skills) across school, home, work, and community settings.

Assessment and Evaluation

October 4 to December 14, 2012
60 in-service points

Online Orientation on October 4 from 5-6:30pm and two additional online group meetings (attendance required).


To increase participant's knowledge of assessment and evaluation including, but not limited to,

  • Identify the purposes of assessment (e.g., early identification, screening, interventions, eligibility, diagnosis, identification of relevant instructional content, monitoring the effectiveness of instruction) across disciplines.
  • Identify the legal requirements and ethical principles regarding the assessment of students with disabilities (e.g., confidentiality, adherence to test protocols, appropriateness of assessment for student needs).
  • Identify measurement concepts, characteristics, and uses of norm-referenced, criterion-referenced, and performance-based assessments for students with disabilities.

Transition

October 4 to December 14, 2012
60 in-service points

Online Orientation on October 4 from 5-6:30pm and two additional online group meetings (attendance required).


To increase participant’s knowledge of the transition process as outlined in the following Exceptional Student Educator Competencies revised in 2009:

  1. Identify activities relevant to the four stages of career development (i.e., awareness, exploration, preparation, and placement).
  2. Identify the essential domains of transition planning (e.g., personal-social, general community functioning, employment, leisure-recreational) for students with disabilities.
  3. Demonstrate knowledge of transition planning using student and family characteristics (e.g., socioeconomic status, gender, cultural and linguistic background) to develop desired postschool outcomes.
  4. Identify resources and strategies for assisting students in functioning in a variety of environments to which they will be transitioning.

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