AEM Quality Indicators for K-12, Part 3: Professional Learning Opportunities

1. Welcome to the AEM Quality Indicator Series, Part 3! • We’ll begin shortly • Material is available for download at http://bit.ly/QISeriesPart3 • To view closed captions: • Click on the Closed Caption button in your Zoom controls • Captions will appear along the bottom of your Zoom window

2. Contribute to the Conversation To use the text chat: • Open the chat panel • Choose “all panelists and attendees” from the dropdown menu above the text entry field • And please tweet out to #aem4all

3. AEM Quality Indicators for K-12 Part 3: Delivering Professional Learning Opportunities and Technical Assistance

4. The Quality Indicators for the Provision of AEM K-12 • A coordinated system • Timely manner • Written guidelines • Comprehensive learning opportunities and technical assistance • Systemic data collection • Use of data to guide changes • Allocation of resources

5. Objectives • Participants will be able to • Explain, in their own words, the intent behind AEM Quality Indicator 4. • Learn from the experiences and practices of other states and districts to improve their own learning opportunities and technical assistance for AEM stakeholders. • Know where to go to build more background knowledge and collect resources for further learning.

6. Presenters • Cynthia Curry, AEM Center Director • Daniel McNulty, State Director, PATINS Project, Indiana • Sarah Buoni, Education Program Specialist, Office for Exceptional Children, Ohio Department of Education • Jan Rogers, Program Director, AT & AEM Center, Ohio • Rachel Schultz, AEM Specialist, AT & AEM Center, Ohio • Jessica McKay, AT Specialist, Ysleta ISD Special Education, Texas

7. About Quality Indicator 4 Learning Opportunities

8. Quality Indicator 4 • The agency provides or arranges for comprehensive learning opportunities and technical assistance that address all aspects of the need, selection, acquisition and use of accessible materials and technologies. • Intent: • Ongoing learning opportunities and technical assistance draw from multiple sources, are offered in different forms (e.g., coaching, presentations, webinars, briefs, book studies) and range from introductory to advanced to reach all stakeholders.

9. Sample Components of Quality Indicator 4 • Targeted topics (legal issues, decision making, acquisition and procurement, etc.) • Targeted audiences (administrators, educators, media specialists, technology directors, families, students, etc.) • Leveraging of local, state, national resources • Use of multiple means and formats of delivery • Compliance with accessibility standards and local expectations • Involvement of internal and external collaborators

10. Pre Self-Reflection • To what extent is Quality Indicator 4 addressed in your own provision of materials and technologies for students? • Not started • Somewhat • Really cooking!

11. AEM & AIM

12. Indiana Daniel McNulty, State Director, PATINS Project, Indiana

13. UDL-AEM-AT UDL AEM AT The educational materials themselves that are flexible enough to support efficient conversion into Specialized Formats Individualized, provisional, necessary for some to perceive, interact with, & respond to AEM, even within a universally designed environment. Designed from the ground up with wide access as a primary objective. The Principles that address problems with the curriculum & environment, rather than with the student.

14. Opportunities • AEMing for Achievement; Intensive District Technical Assistance (TA) Grants (8 districts/year) • NIMAS/Indiana Center for Accessible Materials • Universal Design for Learning (UDL) • Assistive Technology (AT) Lending Libraries (6-week loans) • Technical Assistance, Workshops, Professional Development, and Consultation on Accessing the Curriculum for All Students • State Conferences: Access to Education (Nov) and Tech Expo (Apr) • Refurbished Technology Program

15. More on TA • 327 trainings provided since July: in-person, webinar, Second Life • 113 and web-based tutorials published since July • Blog and classroom visits • Weekly Twitter chat #PatinsIcam, @PATINSProject, @danielgmcnulty

16. AEMing for Achievement Grant • Application process: 8 districts selected/year • Full day of orientation to accessibility, UDL, ICAM, and AEM in August • Two PATINS Specialists assigned to each district • In-depth needs assessment with each district (based on 7 AEM Quality Indicators) • Action plan developed with each district (based on 7 AEM Quality Indicators) • Weekly meetings on policy and implementation with Specialists and/or Daniel • Mid-year online progress gathering in January (each team presents for 15 min) • Weekly meetings and action plan implementation continues • Collaboration & Show and Tell day in late May, with data and stories

17. Ohio Sarah Buoni, Education Program Specialist, Office for Exceptional Children, Ohio Department of Education Jan Rogers, Program Director, AT & AEM Center, Ohio Rachel Schultz, AEM Specialist, AT & AEM Center, Ohio

18. Ohio’s Professional Learning Opportunities • How to find out about our professional learning opportunities • Professional learning opportunities offered • Format and delivery of professional learning

19. AEM on the Website

20. Professional Development on the Website

21. Braille Excellence for Students and Teachers

22. Assistive Technology Internet Modules

23. AEM Learning Opportunities • Professional development for educators • Professional development for 16 state support teams • Accessibility trainings

24. Presentations • State and National Conferences

25. Formats and Delivery of Professional Learning • Online learning • Blended learning • Face to face learning • Presentations • Videos

26. Ysleta Independent School District, Texas Jessica McKay, AT Specialist, Ysleta ISD Special Education, Texas

27. About Ysleta ISD • 3rd largest district in El Paso, TX • 43,000 students • 63 campuses • 78% students economically disadvantaged* • 12% identified as SpEd* • 8% Dyslexic & 504* • 27% Bilingual or ESL* • 1 to 1 Chrome devices 3rd-9th grade • 2nd year of UDL model site campus trainings (3-2nd year, 7-1st year) *2016 State of District Report

28. Badge System • Micro Credentials • Some campuses do require a certain amount of badges obtained • Used as a way of proof of PD goals

29. Badge System, cont’d • Introduced this year • Will be offering as a session option for our summer PD program • Regional Educational Service Center will provide CEUs for badges earned

30. Training with IT Support Teachers • Engage Me Trainings are designed to help ITS teachers support their campuses • Have been participating and collaborating in these training for several years • Variety of topics, tools and implementation strategies are presented in break out sessions as well as large group presentations • Past several trainings have included topics of accessibility from website to making materials digital (and then accessible)

31. Q&A Comprehensive learning opportunities and technical assistance

32. Questions for Daniel (IN), Sarah, Jan and Rachel (OH), or Jessica (Ysleta ISD, TX)

33. Post Self-Reflection • What will be your first action toward providing learning opportunities and technical assistance for the provision of accessible materials and technologies?

34. AEM Progress Monitoring Tool for K-12 on the Horizon! • Accessolution? • Traccessibility? • Accessiful?

35. Join us for the remainder of the series! All 3 pm ET • Part 4: Collecting and Using Data to Monitor and Evaluate System Effectiveness • Tue, Mar 26 • Part 5: Allocating Resources • Tue, Apr 2

36. Contact Information • Cynthia Curry, Director, AEM Center • ccurry@cast.org • @clcurry • Please access digital handout for contact information and resources provided by our presenters • http://bit.ly/QISeriesPart3

37. Link to Our Evaluation • Please take a moment to complete our evaluation • http://bit.ly/AEMQISeriesPart3

38. OSEP Disclaimer The contents of this presentation were developed under a cooperative agreement with the US Department of Education, #H327Z140001. However, those contents do not necessarily represent the policy of the US Department of Education and you should not assume endorsement by the Federal Government, Project Officer, Tara Courchaine, Ed.D.