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Building Capacity at the School and District Level for FDLRS Programs

Building Capacity at the School and District Level for FDLRS Programs. Presented by FDLRS Action. Agenda. Introductions Brief history of our process Overview of our programs Successes and challenges Recommendations for building capacity Questions. Action Demographics.

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Building Capacity at the School and District Level for FDLRS Programs

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  1. Building Capacity at the School and District Level for FDLRS Programs Presented by FDLRS Action

  2. Agenda • Introductions • Brief history of our process • Overview of our programs • Successes and challenges • Recommendations for building capacity • Questions

  3. Action Demographics • Serves Lake, Orange, Osceola, Seminole and Sumter Counties • 31% increase in ESE students since 2003 • Over 63,000 ESE students in region • 2,900 ESE teachers • Center serves #2 and #4 growth districts in state (Osceola and Lake)

  4. School Wide Projects at FDLRS Action • Behavioral Leadership Teams Academy • Write Track • OPTIONS (Opportunities to Inspire and Nurture Students): The Differentiated Classroom

  5. Indicators of Quality Professional Development Extended duration Collective participation of educators Focused on specific content and instructional practices Systematic and purposeful Infused with active learning Source: Mid-continent Research for Education and Learning (McREL)

  6. Central Florida Behavioral Initiative FDLRS Action Resource Center 911 ClassroomManagement School-wide Discipline

  7. The Write Track • Write systematically and developmentally • Develop “voice” of the writer • Learn craft and art of writing • Better communicators through higher-level vocabulary • Develop higher-level thinking through writing

  8. OPportunities To Inspire and Nurture Students The Differentiated Classroom Grades 3-6 Sponsored by FDLRS Action Resource Center

  9. Differentiation of Instruction is a teacher’s response to learner’s needs Guided by general principles of differentiation, such as clear learning goals flexible grouping ongoing assessment and adjustment positive learning environment respectful tasks Teachers can differentiate content process product According to students Readiness Interest Learningprofile Adapted from The Differentiated Classroom: Responding to the Needs of All Learners. Tomlinson, ASCD, 1999

  10. The EqualizerA Planning Model for Academic Diversity Concrete Abstract Simple Complex More Structured More Open Few Steps Many Steps Less Independence Greater Independence

  11. Active Learning • Kagan Cooperative Learning Structures • Community Building Activities • Strategies and Activities to Support Differentiation • Themes/Simple Enhancers: decorations, clothes, handouts, food, etc.

  12. Sharing Successes • Over 175 schools have participated • Currently 50 schools in programs • 24 schools have applied for next year • Additional school teams attending OPTIONS and Write Track • Schools participating in multiple programs over time

  13. Lessons Learned • School administrators transfer and retire • Schools are rezoned • District level awareness and support are important

  14. FDLRS Action www.fdlrs.ocps.net

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