www.pda-ese.org

1. www.pda-ese.org

2. The PDA online professional development program was developed through the collaborative efforts of the • Florida Department of Education • Bureau of Exceptional Education and Student Services • Bureau of Educator Certification The program is coordinated by the FDLRS Administrative Project and the nineteen FDLRS Centers and modules are offered statewide at no cost to Florida educators.

3. What is PDA? • Online content and learning activities for self-paced study • Ongoing communication with expert local facilitator • Group meetings with colleagues and expert facilitator • Classroom-related assessment tasks • Technology support • Modules have been available to Florida educators since 2003, but content is refined and updated, regularly, by module contact writers • Modules are offered on a rotating basis by each of the 19 FDLRS Associate Centers in Florida

4. PDA Modules *Foundations is also available as an independent study module with no inservice credit

5. PDA Modules

6. October 2003 – June 2011 CUMULATIVE DATA Total Number of Modules Offered Statewide – 1100 Total Number of Completing Participants - 8050 Foundations-1014 Assessment & Evaluation-620 Instructional Practices-784 Positive Behavior Support-1344 Language Development & Communication-655 Interpersonal Interactions & Participation-213 Transition-738 Differentiating Reading Instruction (2006)-1796 Introduction to Differentiating Instruction (2010)-405 Differentiating Mathematics Instruction(July 2010)-305 Differentiating Science Instruction(July 2010)-176

7. ESE K-12 EXAM DATA PDA modules January 2006 – June 2010 1818 participants completed PDA modules and took the ESE K-12 Exam (number does not reflect participants in Foundations for independent study). 1601 of the 1818 PDA participants who took the exam received a passing score. This is a passing rate of 88%. Foundations Module Independent Study July 2005 – June 2010 976 participants accessed the PDA Foundations Pilot and took the ESE K-12 Exam. 759 of the 976 PDA Foundations Pilot participants received a passing score on the exam. This is a passing rate of 78%. Data Correlated with FLDOE Data Warehouse

8. Survey Data PDA Satisfaction Survey Results January 1, 2005 - June 30, 2011 This data reflects the average satisfaction rates from all PDA Modules. The scale is 1 (low) - 10 (high). DOE Project Tracking System December, 2009 - June, 2011 This data reflects the average satisfaction rates from all PDA Modules. The scale is 1 (low) - 6 (high).

9. Feedback from the Field • “PDA courses on-line are both convenient and informative!” • “Lots of good resources! Good information and assessment activities.” • “The content of this course was complete. It provided me with everything that I needed to complete tasks. It offered extra reading materials and data if I wanted or needed to go beyond the minimum requirements. The most current information was made available. Organized and some tough stuff – I was very impressed!” • “I feel that all general education teachers should take this course in order to prepare for inclusion. I took this course after the fact and have really had my eyes opened.” • “I believe this course has helped me to be a better teacher.”

10. Collaborating Partners • Florida Department of Education • Bureau of Educator Certification • Bureau of Exceptional Education and Student Services (BEESS) • North East Florida Educational Consortium (NEFEC) • Florida Center for Interactive Media (FCIM) • Florida Diagnostic and Learning Resources System (FDLRS) Associate Centers • FDLRS Administrative Project • PDA Advisory Committee Members • Writers from FDLRS, Districts, FIN, Universities, Agencies and Other • Just Read, Florida! Office

11. The Team Bureau of Exceptional Education and Student Services FDLRS Administration/ HRD Project Bureau of Educator Certification PDA Implementation Team Local PDA Coordinators, Facilitators and Tech Support 19 FDLRS Associate Center Managers Florida Center for Interactive Media (FCIM) Just Read, Florida! Office 11

12. PDA Implementation • Statewide Coordination of PDA • DOE FDLRS Liaison, Cathy Bishop • FDLRS Administration/HRD Project • Administrator, Mary Ann Ahearn • PDA Coordination, Susan O’Rear • Technical Support, FCIM • Local Implementation of PDA • FDLRS Associate Center Managers • Local FDLRS PDA Coordinators, • Module Facilitators and FDLRS Technical Support

13. PDA Implementation • FDLRS Administrative Project: PDA • Supports FDLRS PDA Coordinators • Supports FDLRS PDA Tech Specialists • Collaborates with the Florida Center for Interactive Media • Coordinates PDA Module Contact Writers • Handles Reimbursements to FDLRS Managers • Maintains Module Content • Communicates with DOE • Uses the PDA Administrative System

14. PDA Implementation • Florida Center for Interactive Media (FCIM) • Collaborates with the FDLRS Administrative Project • Supports FDLRS PDA Coordinators • Supports FDLRS PDA Tech Specialists • Maintains D2L • Maintains PDA Administrative System • Updates module content upon request from FDLRS Administrative Project

15. PDA Implementation • FDLRS PDA Coordinators • Schedule modules following a quarter system • Advertise the modules • Register participants • Obtain usernames and passwords • Use the PDA Administrative System • Support facilitators • Support use of D2L Learning Management System • Manage inservice points • Collaborate with other PDA Coordinators and FDLRS Administrative Project • Other

16. PDA Implementation • PDA Facilitators • (District, FDLRS, FIN, etc. personnel) • Content experts • Work with participants • Conduct face-to-face sessions • Review assessment tasks • Determine satisfactory completion of the module • Communicate with PDA Coordinator, as needed • Access the PDA Admin System for class roster and participant surveys • Other

17. Module Access Module content is accessed by participants using the Desire 2 Learn (D2L) Learning Management System. D2L support is provided by the Florida Center for Interactive Media (FCIM)

18. Module Organization PDA modules use a consistent format and color scheme. Each module has objectives. Modules are divided into units with unit objectives. Units have sections and subsections. Modules may be taken in any order but content within a module should be completed in the order in which it is organized.

19. Module Organization Learning Activity Anything a participant does to learn content Assessment Task Anything a participant is required to submit to a facilitator *The first assessment task is in the Introduction section before Unit 1 in most modules.

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34. Let’s take a quick at a few module features

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47. Sample Assessment Tasks • Sample Assessment Task: Teaching Cases • Read each of the teaching cases listed below. After reading the scenarios, select two of the case studies and answer all of the questions at the end. Include each question with your answer. • Read the teaching case on learning disabilities and answer the questions, at:http://cases.coedu.usf.edu/Tcases/commitments.htm. • Read the teaching case on intellectual disabilities and answer the questions at:http://cases.coedu.usf.edu/Tcases/it_takes_a_village.htm. • Read the teaching case on emotional/behavioral disability and answer the questions at:http://cases.coedu.usf.edu/Tcases/badnews.htm.

48. Sample Assessment Tasks • Sample Assessment Task: • Design a Flexible Small-Group Mathematics Mini-Lesson • After targeting benchmarks and identifying clear learning goals, conduct whole-class instruction. • Utilize continuous assessment results from whole-class instruction to flexibly group students. • Determine an appropriate, flexible mathematics grouping structure. • Plan and deliver a small-group mini-lesson. Your mathematics small-group lesson will include • clear learning goals • be based on pre-assessment and whole-class continuous assessment data • support what you learned from this unit as well as the guidelines for differentiating mathematics instruction. • . Deliver the lesson and complete the reflection.

49. Sample Assessment Tasks • Sample Assessment Task: • "Share and Compare" Discussion Post • Consider a unit or series of lessons that you will be teaching. • Demonstrate your understanding of "KUDs" by completing the following: • Write at least two things that are most important for students to understand by responding to this statement: Students will understand that...(Remember that understandings should be important generalizations or should answer: how? why? so what?). • Write two things you want students to know related to the understandings. • Write two things you want students to be able to do related to the understandings. • Post your response in the Discussion area.

50. Sample Assessment Tasks • Sample Assessment Task: • AAC Device Exploration and Functional Application • Review the augmentative communication devices on the Direct Selection Communicator Review section of the AbleData website. • Complete the AAC Device Exploration Sheet for at least three voice output devices that you feel your students would benefit from. • What devices and/or adaptations can be used in the classroom to foster active participation? Identify an AAC solution and briefly describe how it could be used in a classroom.