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Welcome to the AEM Quality Indicator Series, Part 3!

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Presentation on theme: "Welcome to the AEM Quality Indicator Series, Part 3!"— Presentation transcript:

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

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 @AEM_Center

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 @AEM_Center

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. @AEM_Center

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 @AEM_Center

7 About Quality Indicator 4
Learning Opportunities @AEM_Center

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. @AEM_Center

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 @AEM_Center

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! @AEM_Center

11 AEM & AIM @AEM_Center

12 Indiana Daniel McNulty, State Director, PATINS Project, Indiana
@AEM_Center

13 UDL-AEM-AT 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. UDL The educational materials themselves that are flexible enough to support efficient conversion into Specialized Formats AEM Individualized, provisional, necessary for some to perceive, interact with, & respond to AEM, even within a universally designed environment. AT @AEM_Center

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 @AEM_Center

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 @danielgmcnulty @AEM_Center

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 @AEM_Center

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 @AEM_Center

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 @AEM_Center

19 AEM on the Website @AEM_Center

20 Professional Development on the Website
@AEM_Center

21 Braille Excellence for Students and Teachers
@AEM_Center

22 Assistive Technology Internet Modules
@AEM_Center

23 AEM Learning Opportunities
Professional development for educators Professional development for 16 state support teams Accessibility trainings @AEM_Center

24 Presentations State and National Conferences @AEM_Center

25 Formats and Delivery of Professional Learning
Online learning Blended learning Face to face learning Presentations Videos @AEM_Center

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

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 @AEM_Center

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

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 @AEM_Center

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) @AEM_Center

31 Q&A Comprehensive learning opportunities and technical assistance
@AEM_Center

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

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? @AEM_Center

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

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 @AEM_Center

36 Contact Information Cynthia Curry, Director, AEM Center @clcurry Please access digital handout for contact information and resources provided by our presenters @AEM_Center

37 Link to Our Evaluation Please take a moment to complete our evaluation
@AEM_Center

38 OSEP Disclaimer The contents of this presentation were developed under a cooperative agreement with the US Department of Education, #H327Z 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. @AEM_Center

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