FDLRS Action Behavior Team

Face-to-Face PDs

Classroom Management

01

CLICK icons for Professional Learning details

You can write an

FDLRS Action Behavior Team

Awesome title

Jennifer BorrelliRani MaharajElizabeth McAulay

Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet.

Tough Kids Social Skills

Behavior Modules

FDLRS Training Sign Up Here!

Go to page

If course is not posted in the system, email Behavior Team. (click above)

• Structuring the Learning Environment for Behavior Success

"You can write a great quote here lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy"

• Instructional Engagement for Improved Academics and Behavior

Recognizing & Responding to Challenging Behaviors:

8 Week Book Study:

Author Name

Fostering Resilient Learners

• The Art and Science of Positive Interactions

• Verbal De-Escalation:

I Am The Change

Fostering Resilient Learners

Strategies for Creating a Trauma-Sensitive Classroom

8 Week Book Study

Course Delivery

Course Objective

Course Description

Book Study

Virtual

Independent Learning

Fostering Resilient Learners: Strategies for creating a Trauma Sensistive Classroom

Course Objective: Participants will learn specific strategies to help:

• Understand what trauma is and how it hinders the learning, motivation, and success of all students in the classroom, especially students with disabilities.

• Build strong relationships & create a safe space to enable students to learn at high levels.

• Adopt a strengths-based approach that leads you to recalibrate how you view destructive student behaviors & to perceive what students need to break negative cycles.

Book Study

Virtual

Independent Learning

Fostering Resilient Learners: Strategies for creating a Trauma Sensistive Classroom

Course Description: Online book study of the text, “Fostering Resilient Learners” by Kristin Souers with Pete Hall. Participants will meet for one live virtual meeting and follow the guidelines on the syllabus for completion of reading and required tasks in the Moodle platform to extend learning. Fostering Resilient Learners is a text grounded in research and the author’s experiences supporting teachers who work with students affected by trauma. Students with disabilities are more likely to experience traumatizing events and to have greater difficulty with self-regulation after a traumatic event has occurred. Other developmental challenges can be exacerbated by trauma. This study will help you cultivate a trauma-sensitive learning environment for students across all content areas, grade levels, abilities, service delivery models and educational settings. Participants will specifically connect content to supporting their students with disabilities. Through reflection posts throughout the course, participants will respond to prompts regarding trauma and students with disabilities. Participants will gain a trauma-informed approach to students with behavioral disabilities.

Book Study

Virtual

Independent Learning

Fostering Resilient Learners: Strategies for creating a Trauma Sensistive Classroom

Implementation Activity: Target student pre- and post- data are required prior to receiving 20 SWD inservice credits.

Course Delivery

• 8 Week Virtual Course
• Zoom Meet Up 1x To Launch Course
• Course will be online through Moodle

Structuring the Learning Environment for Success

Instructional Engagement for Improved Academics & Behavior

Behavior Modules:

- Verbal DeEscalation- Structure- Engagement- Interactions

The Art and Science of Positive Interactions

Verbal De-Escalation: I Am The Change

Sign up here

If course is not posted in the system, email Behavior Team.

Behavior Modules - Structure

Virtual

Face-to-Face

Structuring the Learning Environment for Success

Course Objective: Participants will be able to manipulate the structure in their own classrooms to meet the behavioral needs of their students.

Course Description: Participants will learn to manipulate 3 elements in a structured learning environment.

• The relationship between guidelines, rules, and expectations
• The power of your presence (manipulating teacher proximity)
• The use of physical and visual supports to communicate expectations

Participants will select one or more of the presented strategies to implement in order to increase student success at meeting expectations &learning outcomes in the educational environment.

Behavior Modules - Engagement

Virtual, 90 Minutes

Face-to-Face, 2 Hours

Instructional Engagement for Improved Academics & Behavior

Course Objective: Participants will learn and practice instructional engagement strategies they can use to improve student participation that can lead to increased engagement, improved student behavior & academics.

Course Description: The course addresses opportunities to respond, various engagement strategies and actions to build cognitive capacity.

Participants will understand:

• Opportunities to respond
• Engagement structures
• Actions to build engagement
• and cognitive capacity

Strategies include:

• Providing multiple opportunities for students to engage and respond
• Monitoring engagement
• Concrete activities that enable students to practice thinking and executive functioning

Participants will select one or more of the selected strategies in order to increase instructional engagement.

Behavior Modules - Interactions

Virtual

Face-to-Face

The Art and Science of Positive Interactions

Course Objective: Participants will understand the relationship between educator behavior and the impact on student behavior, increase positive interactions with students, build relationships and improve student outcomes.

Course Description: Understanding the difference between positive and corrective interactions is foundational to creating a climate that promotes learning. Monitoring our own behavior and intentionally increasing positive interactions fosters positive relationships with ALL students. The course addresses positive interactions, noncontingent attention, corrective interactions, and various strategies to increase positive interactions. Participants will select one of the presented strategies to implement in order to increase positive interactions and learning outcomes in the educational environment.

Strategies include: Increasing noncontingent attention, Monitoring positive vs. corrective interactions and ratio of interactions, Structuring positive interactions

Participants will select one or more of the selected strategies in order to increase positive interactions.

Behavior Modules - Verbal De-Escalation

Virtual

Face-to-Face

Verbal De-Escalation: I Am The Change

Course Objective: Participants will be introduced to proactive and preventative strategies to meet the needs of individuals experiencing dysregulation. At the conclusion of the course participants will:

• Recognize the stages of escalating conflict
• Learn to recognize and avoid power struggles
• Develop strategies for monitoring their own behaviors
• Understand how to build relationships through positive interactions

Course Description: Participants will learn 5 easy strategies for monitoring their own behavior as well as how an individual’s direct/indirect response and social/emotional relationships diminish the intensity of an escalating conflict.

Behavior PD - Full Day

Professional Development

Face-to-Face, 6 Hour Sessions

Classroom Management

Tough Kids Social Skills

Recognizing & Responding to Challenging Behaviors

Behavior PD - Full Day

Face-to-Face, 6 Hours

Classroom Management

Course Objective: Participants will learn how to structure a learning environment focused on clear and consistent expectations and engagement strategies designed to increase learning providing every student the opportunity to be academically and behaviorally successful.

Course Description: Our goal is to support teachers in the development and use of classroom management strategies that promote student achievement. Classroom management strategies include:

• maximizing structure
• teaching, monitoring, and reinforcing rules
• actively engaging students
• acknowledging appropriate behavior
• responding to inappropriate behavior

Implementation Activity: Participants will be given 6 points for full day attendance. Participants will be given the option to complete a reflection response and submit data to demonstrate implementation of content to earn 6 additional professional learning points for a total of 12 points.

Behavior PD - Full Day

Face-to-Face, 6 Hours

Tough Kids Social Skills

Course Objective: Tough Kids often have a difficult time getting along in social situations, largely because they have not learned appropriate ways of behaving. The Tough Kid Social Skills Book teaches those learned behaviors that students need to get along successfully in a majority of social situations. This one-day professional development is designed to help professionals teach a variety of social skills to students in grades 3-7.

Course Description: Participants will learn a variety of tools and strategies to help:

• Identify Tough Kids in need of direct social skills training.
• Gather data to assess important social skills.
• Lead productive social skills groups.
• Conduct structured social skills programs in small group, class or school-wide applications.

Each participant will receive a copy of the Tough Kids Social Skills book containing examples and procedures for a variety of social skills lessons and group activities.

Implementation Activity:Classroom behavior system pre- & post- data are required prior to receiving 12 inservice credits.

Behavior PD - Full Day

Face-to-Face, 6 Hours

Recognizing & Responding to Challenging Behaviors

Course Objective: This 1-day, face-to-face, professional development is based upon the philosophies and work of Colvin & Scott’s Managing the Cycle of Acting-Out Behavior in the Classroom. This course will empower staff with techniques to increase confidence for identifying and intervening with challenging, non-compliant behaviors.

Course Description: Special focus will be placed on increasing staff’s ability to recognize and respond to each of the seven phases of acting out behavior and to set limits in a systematic and effective manner. Participants will be given resources providing proactive and responsive teacher strategies based upon Kagan’s 7 positions of behavior.

In this course participants will:

• Understand that behavior is communication
• Acknowledge that behavior influences behavior
• Identify the 7 phases of the Acting Out Cycle
• Recognize proactive & responsive strategies
• Learn strategies to de-escalate & set limits

FDLRS Action Resource Center

3130 Edgewater DriveOrlando, FL 32804

The FDLRS Action Behavior Team provides professional development, coaching and behavior supports to districts, schools, teachers, staff, and families.

Meet the

FDLRS Action

407-317-3660

Behavior Team

BehaviorTeam@FDLRSAction.org

Jennifer Borrelli

Learning Resource Specialistjennifer.borrelli@fdlrsaction.org

Rani Maharaj

Elizabeth McAulay

Learning Resource Specialistrani.maharaj@fdlrsaction.org

Learning Resource Specialistelizabeth.mcaulay@fdlrsaction.org

FDLRS Action Resource Center

3130 Edgewater DriveOrlando, FL 32804

The FDLRS Action Behavior Team provides professional development, coaching and behavior supports to districts, schools, teachers, staff, and families.

Meet the

FDLRS Action

407-317-3660

Behavior Team

BehaviorTeam@FDLRSAction.org

Jennifer Borrelli

Learning Resource Specialistjennifer.borrelli@fdlrsaction.org

Rani Maharaj

Elizabeth McAulay

Learning Resource Specialistrani.maharaj@fdlrsaction.org

Learning Resource Specialistelizabeth.mcaulay@fdlrsaction.org

Jen graduated from University of Florida in 1987 with a Bachelor’s Degree in Special Education. In 1996 she received her Master’s Degree in Communication from UCF. She is certified in K-12 ESE, Elementary Education and holds Reading Endorsement. An educator for more than 25 years, Jen has taught students with behavior disorders, intellectual disabilities, learning disabilities and general education students in inclusive and separate class settings, ages kindergarten through college. She has served as an MTSS coach and as a reading coach. Her roles at FDLRS as Learning & Technology Resources Specialist include providing professional learning, support and coaching in behavior, literacy, technology and Universal Design for Learning.

Jennifer Borrelli, MA

Human Resource Development

Elizabeth began her teaching career in 1997. She attended the University of Central Florida and earned a Masters of Education in Varying Exceptionalities. Her teaching experience includes working with students with physical impairments, significant cognitive disabilities, and autism in both structured classroom and inclusive environment settings. Elizabeth broadened her reach as an educational professional while working as an Instructional Support Teacher at the district level supporting teachers and schools throughout Orange County Public Schools. Her role in this position included working with teachers, school staff, parents and administrators in creating effective learning environments for students with disabilities. Additionally, Elizabeth has been a certified CPI (Crisis Prevention Intervention) instructor since 2004. Elizabeth’s areas of focus at FDLRS include: Behavioral MTSS at the school wide, classroom and individual student levels; instructional practices for students with significant cognitive disabilities; instructional practices for students with autism spectrum disorder, high functioning Autism & Asperger’s syndrome; and ESE compliance to include Quality IEP, Facilitated IEP, Matrix, and Accommodations trainings.

Elizabeth McAulay M.Ed.

Human Resource Development

Rani earned a Master's degree in Varying Exceptionalities (Poverty & Diversity) and graduate certificate in Autism Spectrum Disorders (ASD) from the University of Central Florida and Bachelor's degree in Psychology & Substance Abuse Counseling from Ramapo College of New Jersey. Her certifications are in Exceptional Student Education (ESE) K-12, Elementary Education K-6, Primary Education PK-3 and she holds endorsements in English Speakers of Other Languages (ESOL) & ASD. As an ESE Teacher of students with varying exceptionalities for over 10 years, Rani taught in separate class & inclusive settings. She has served as a Behavior Specialist, Staffing Specialist, MTSS coach, 504 coordinator and provided school-wide, class-wide & individualized behavior support and interventions. As an EBD Program Specialist & District Staffing Specialist, her roles included professional development, coaching and problem solving for behavior supports, crisis prevention intervention, trauma informed reponse, ESE compliance and the development of processes, plans & online content related to behavior. After 20 years as an educator, Rani joined the FDLRS Action Behavior Team as a Learning Resource Specialist. She provides professional development, coaching and support to districts, schools, teachers, staff, and families, which ultimately & indirectly serves students.

Rani Maharaj, MA

Human Resource Development