COMPONENTS RELATED TO ACCOMMODATIONS · domains, and/or deliberate practice or IPDP/ILDP growth targets, and/or district or school level processes for tracking student progress) STUDENT:

COMPONENTS RELATED TO

ACCOMMODATIONS

TITLE: NEXT GENERATION CONTENT AREA READING-PROFESSIONAL DEVELOPMENT (NGCAR-

PD)

COMPONENT NUMBER: 1013012

IN-SERVICE POINTS: 60

DESCRIPTION: The purpose of this component is designed to prepare content area teachers to

effectively deliver reading intervention to students who score at Level 2 in reading on the state

summative assessment and do not need instruction in decoding and text reading efficiency.

Educators will increase knowledge of research-based instructional practices that establish high

cognitive demand while engaging in reading closely to draw evidence from a text, and writing

and researching tasks that necessitate an analysis of multiple sources which require students to

gather evidence and knowledge from multiple texts. Educators will increase knowledge of how

to teach comprehension and vocabulary strategies in an integrated fashion with instructional

coherence and direct application.

LINKS TO PRIORITY INITIATIVES:

Academic content standards for student achievement

Assessment and tracking of student progress

Instructional design and lesson planning

IMPACT AREA(S):

Study leading to deep understanding of the practice(s), standard(s), and/or process(es)

targeted

Repetitive practice leading to changes in proficiency of educator or leader on the job

Tracking improvements in student learning growth supported by professional learning

SPECIFIC LEARNER OUTCOMES:

Increase knowledge of and implement research-based instructional practices in

classrooms

Increase knowledge of scientifically-based research for the elements of effective literacy

instruction in the content areas

Increase knowledge of the effective elements of content area literacy defined by the US

Department of Education’s Doing What Works in Adolescent Literacy series;

Observe models of and engage in practice implementing effective vocabulary strategies,

comprehension strategies, and extended text discussion in the content areas

Become skilled observers of students’ reading and writing behavior in the content areas

Interpret and use dynamic and static data as a basis for teaching in the content areas

Develop instructional plans for individuals, small groups, and classes in the content

areas

Reflect on and analyze their teaching of literacy in the content areas

Evaluate and select literacy materials based on content

Collect data to assess student learning

Learn how to address issues in content area reading

Develop a common language

Investigate the creation of conditions for learning in content area classrooms

Investigate strategic activities for sustaining literacy learning across content areas

Investigate strategic activities for expanding literacy learning across content areas

Amplify instruction utilizing writing to enhance literacy learning in content areas

IMPACT EVALUATION PROCEDURES:

What methods will be used to evaluate the impact of the component on the Targeted Impact

Areas and Targeted Learner Outcomes?

Staff:

A. Changes in instructional or learning environment practices implemented in the classroom

or directly with students (observed or measured impact on educator proficiency through the

district’s instructional or school leader evaluation system indicators, components, and/or

domains, and/or deliberate practice or IPDP/ILDP growth targets, and/or district or school level

processes for tracking student progress)

Student:

C. Portfolios of student work

Who will use the evaluation data gathered?

Impact data will be reviewed by the activity facilitators and Professional Development

Department.

PROCEDURES FOR USE OF THE COMPONENT’S EVALUATION FINDINGS:

In addition to routine examination of information regarding changes to teacher and student

behavior throughout the implementation process, the activity facilitators and district staff will

also review evaluation data collected through the district professional development portal,

MyLearningPlan, to determine the degree of educator satisfaction with the delivery,

implementation, and evaluation of the activity. The information from the impact evaluations

and PD portal evaluations will be reviewed by district staff to determine need for revision of

content/process, and to align changes in teacher performance to student achievement.

TITLE: NEXT GENERATION CONTENT AREA READING-PROFESSIONAL DEVELOPMENT (NGCAR-

PD) PRACTICUM



DESCRIPTION: The purpose of this component is designed to allow participants to apply the

knowledge and skills gained through the completion of the NGCAR-PD Academy through this

30-hour practicum. Participants create and implement vocabulary and comprehension

instruction and document evidence of student learning growth over time.



Assessment and tracking of student progress


IMPACT AREA(S):


targeted




Use assessment and data analysis to monitor student progress and guide instruction

over time to ensure an increase in student learning.

Demonstrate research-based instructional practices for facilitating reading

comprehension.

Demonstrate research-based instructional practices for developing both academic and

domain specific vocabulary.

Demonstrate research-based comprehension instructional practices for developing

students’ higher order thinking to enhance comprehension.

Demonstrate research-based instructional practices for developing students’ ability to

read critically.

Demonstrate differentiation of instruction for all students utilizing increasingly complex

print and digital text.

Demonstrate skill in assessment and instruction with English language learners from

diverse backgrounds and at varying English proficiency levels.

Create an information intensive environment that includes print and digital text.

Use a variety of instructional practices to motivate and engage students in reading.

Demonstrate intentional, explicit, systematic writing instruction as it relates to the

ability to read written language.




Staff:






Student:

C. Portfolios of student work

Who will use the evaluation data gathered?


Department.









TITLE: ESE: BEHAVIOR MANAGEMENT

COMPONENT NUMBER: 5404002 ESE COMPONENT NUMBER: 5101001*


DESCRIPTION: The purpose of this component is to increase educator knowledge of concepts

of behavior management for ESE students by allowing exploration of techniques and strategies

used in effective management systems. Educators will learn how to implement behavior

management strategies in their ESE classrooms.


Learning Environment (as per FEAPs standards)

IMPACT AREA(S):


targeted



Increase knowledge of research-based behavior management techniques and strategies

for use in an ESE classroom

Apply newly learned knowledge during discussions, reflections, and tasks during the

activity

Apply knowledge and skills when practicing newly learned skills during the development

activity with feedback from instructor to ensure accuracy

Create an action plan to implement behavior management techniques and strategies in

the classroom

Apply newly learned knowledge and skills through repetitive practice in the classroom in

accordance with the Implementation Agreement

Collect evidence of changes to educator skills and student learning in accordance with

the Monitoring Plan

Reflect on success of implementation and changes to educator skill and student learning


What methods will be used to evaluate the impact of the component on the targeted Impact

Areas and Specific Learner Outcomes?

STAFF:






STUDENT:

D. Observation of student performance, OR

F. Other performance assessment(s) that reveal impact on students including learning

objectives or behavioral growth









*COMPONENT ALIGNS WITH RENEWAL REQUIREMENTS OF SB 1108: TEACHING STUDENTS

WITH DISABILITIES

TITLE: ESE: COLLEGE AND CAREER READINESS: TRANSITION PLANNING FOR ESE STUDENTS

ESE COMPONENT NUMBER: 2100002*


DESCRIPTION:

The purpose of this component is to provide teachers of ESE students with the knowledge and

strategies to develop and implement College and Career Readiness activities to include

transition and self-advocacy skills.




Multi-tiered System of Supports (MTSS)

IMPACT AREAS:


targeted



Increase knowledge of strategies to develop and implement College and Career

Readiness activities that relate to transition skills

Increase knowledge of strategies to develop and implement College and Career

Readiness activities that relate to self-advocacy skills

Increase knowledge and apply skills to develop secondary goals

Demonstrate knowledge of agency involvement

Develop summaries of performance

Implement career exploration activities




STAFF:






STUDENT:












WITH DISABILITIES.

TITLE: ESE: CRISIS PREVENTION INTERVENTION (CPI)



DESCRIPTION: The purpose of this component is to familiarize school personnel with early

intervention and nonphysical methods for preventing or managing disruptive behavior.

CPI's Personal Safety TechniquesSMfor staff are also demonstrated and practiced in this seminar

to prepare staff to safely remove themselves and others from a dangerous situation. In

addition, participants will learn crisis intervention methods to include the study and practice of

non-harmful Nonviolent Physical Crisis InterventionSM. These techniques are taught to be used

as a last resort when an individual becomes an immediate danger to self or others.



IMPACT AREA(S):


targeted


SPECIFIC LEARNER OUTCOMES: (per CPI website)

Increase knowledge of how to identify behaviors that could lead to a crisis.

Increase knowledge of how to most effectively respond to each behavior to prevent the

situation from escalating.

Increase knowledge of how to use verbal and nonverbal techniques to defuse hostile

behavior and resolve a crisis before it becomes violent.

Increase knowledge of how to cope with personal fear and anxiety.

Increase knowledge of how to use CPI's Principles of Personal Safety to avoid injury if

behavior becomes physical.

Identify when it’s appropriate to physically intervene.

Increase knowledge of how to develop team intervention strategies and techniques.

Increase knowledge of how to assess the physical and psychological well-being of those

involved in a crisis.

Increase knowledge of how to safely and effectively control and transport an individual.

Increase knowledge of how to maintain rapport with the acting-out individual.

Identify key steps for debriefing after a crisis.

Increase knowledge of how to properly document an incident.




STAFF:






STUDENT:












TITLE: ESE: FLORIDA’S STATE STANDARDS ACCESS POINTS



DESCRIPTION: The purpose of this component is to provide educators of Exceptional Student

Education the knowledge and skills essential for the implementation of the Florida State

Standards ACCESS Points.



Assessment and tracking student progress


IMPACT AREA(S):


targeted



SPECIFIC LEARNER OUTCOMES: (per CPI website)

Increase knowledge of location of Florida’s State Standards ACCESS Points and resources

aligned to these standards through introduction to CPALMs website

Apply knowledge of the ACCESS Points when designing instructional plans or lessons

Incorporate instructional methods or strategies introduced into instructional sequences

or lesson plans

Identify methods to administer student growth measures to determine progress toward

standards mastery

Determine instructional shifts based on data to ensure student progress toward

standards mastery is continual




STAFF:






STUDENT:

B. Results of school/teacher-constructed student growth measures that track student

progress

C. Portfolios of student work, OR













WITH DISABILITIES.

TITLE: ESE: POLICIES AND PROCEDURES



DESCRIPTION: The purpose of this component is to introduce teachers of ESE students to

updated ESE policies and procedures by teaching them the latest terminology, formats and

legal issues used in implementing the policies and procedures.


Continuous improvement practices

Professional and ethical behavior

Regulatory or compliance requirements

IMPACT AREA(S):


targeted


Increase knowledge of ESE policies and procedures, content to be determined by

facilitator

Increase knowledge of terminology, formats, and legal issues used in implementing ESE

policies and procedures

Apply newly learned skills during reflective activities and discussions




STAFF:

C. Changes in student services/support practices

STUDENT:

G. Did not evaluate student outcomes as “evaluation method, staff” is the significantly more

relevant measure for assessing impact of the component and supporting decisions to retain,

revise, or delete the component.









TITLE: ESE: INCLUSIVE PRACTICES FOR STUDENTS WITH DISABILITIES



DESCRIPTION: The purpose of this component is to provide teachers and staff of ESE students

strategies and guidelines for inclusive education, including how to implement accommodations

in the ESE/regular classroom.







Regulatory or compliance requirements

IMPACT AREA(S):


targeted


Tracking improvements in student learning growth supported by the professional

learning


Increase knowledge of strategies and guidelines for inclusive education

Apply strategies and guidelines for inclusive education through reflective activities,

engaging in discussions, and other methods as determined by the facilitator

Increase knowledge of methods to implement accommodations in the regular/ESE

classroom

Apply methods to implement accommodations in the regular/ESE classroom through

practice activities in which facilitator feedback is provided during practice




STAFF:

C. Changes in student services/support practices, OR

D. Other changes in practices supporting effective implementation of job responsibilities

(observed or measured impact on specific job responsibilities)

STUDENT:

B. Results or school/teacher-constructed student growth measures that track student

progress, OR














WITH DISABILITIES.

TITLE: ESE: INSTRUCTIONAL METHODS FOR TEACHING PRE-K DISABILITIES



DESCRIPTION: The purpose of this component is to provide teachers of young children with

disabilities strategies and techniques to use in the learning environment, lesson design and

implementation, and methods to determine student progress toward mastery of proficiency

goals.







IMPACT AREA(S):


targeted



learning


Increase knowledge of strategies and techniques for the education of young children

with disabilities

Apply strategies and techniques for the education of young children with disabilities

through reflective activities, engaging in discussions, and other methods as determined

by the facilitator




STAFF:






STUDENT:


progress, OR














WITH DISABILITIES.

TITLE: ESE: INSTRUCTIONAL METHODS FOR TEACHING STUDENTS WITH TRAUMATIC-BRAIN

INJURY



DESCRIPTION: The purpose of this component is to provide teachers of students with

traumatic-brain injuries strategies and techniques to use in the learning environment, lesson

design and implementation, and methods to determine student progress toward mastery of

proficiency goals.







IMPACT AREA(S):


targeted



learning


Increase knowledge of strategies and techniques for the education of students with

traumatic brain injuries

Apply strategies and techniques for the education of students with traumatic brain

injuries through reflective activities, engaging in discussions, and other methods as

determined by the facilitator




STAFF:






STUDENT:


progress, OR














WITH DISABILITIES.

TITLE: ESE: INSTRUCTIONAL METHODS FOR TEACHING STUDENTS WITH VARYING NEEDS



DESCRIPTION: The purpose of this component is to provide teachers of students with varying

needs strategies and techniques to use in the learning environment, lesson design and

implementation, and methods to determine student progress toward mastery of proficiency

goals.







IMPACT AREA(S):


targeted



learning


Increase knowledge of strategies and techniques for the education of students with

varying needs

Apply strategies and techniques for the education of students with varying needs

through reflective activities, engaging in discussions, and other methods as determined

by the facilitator




STAFF:






STUDENT:


progress, OR














WITH DISABILITIES.

TITLE: FDLRS: PDA ONLINE: TEACHING STUDENTS WITH DISABILITIES



DESCRIPTION: The purpose of this activity is to provide educators with information about the

foundations of exceptional student education in Florida, the provision of services, and

appropriate instructional practices for students with disabilities.



Digital Learning/Technology Infusion



IMPACT AREA(S):


targeted



learning

SPECIFIC LEARNER OUTCOMES: (per PDA ONLINE)

Identify state and federal legislation that has affected the education of students with

disabilities.

Identify the six principles of the Individuals with Disabilities Education Act (IDEA).

Recognize the sequence in the exceptional education process from referral to

reevaluation.

Understand the safeguards that exit to ensure that the rights of children with disabilities

and their parents are protected.

Understand the typical development and characteristics (e.g., language, cognitive-

academic, social-emotional, sensory, physical-motor) of children.

Compare and contrast the classifications and eligibility criteria established under IDEA

and in the Florida State Board of Education rules.

Identify models of support for assisting students with disabilities in accessing the

general education curricula.

Identify the guidelines of differentiated instruction used to maximize achievement for all

students.

Identify the principles and guidelines of Universal Design for Learning in order to

eliminate barriers to learning.

Explore how specially designed instruction for students with disabilities is related to

universal instruction.

Identify instructional strategies for acquisition, generalization, and maintenance of

standards-based skills.

Identify ongoing informal assessment techniques for adjusting instruction.

Identify instructional tools that can be used to support a differentiated environment

that is responsive to individual learner needs.

Identify various adjustments that can be made to instruction to support a differentiated

learning environment.

Description of Activities:

Participants will achieve mastery of the objectives by completing the online module, in its

entirety, which includes the following directed activities appropriate to the various areas of

content and referenced within the module:

1. Complete all online learning activities.

2. Review all module content, related professional articles and websites.

3. Review references and resources.

4. Identify key terms associated with the exceptional students with disabilities

5. Complete activities to demonstrate understanding of sequential steps involved in the

exceptional education process.

6. Complete all activities to demonstrate understanding of strategies for differentiating,

adapting instruction.

7. Complete all activities to demonstrate understanding of instructional methods for

integrating instruction in the classroom.

8. Complete activities to check understanding throughout all units.

9. Complete "Required - Check Your Understanding" activities within each unit of the

module.

10. Complete the final assessment with a 80% accuracy rate.

Evaluation:

STAFF: B—Changes in instructional leadership or faculty development practices (observed or

measured impact on leader proficiency, faculty, or students)

Participants will complete "Required - Check Your Understanding" activities in each unit of the

module. Participants will be required to complete a final assessment at the end of the module

and must score a minimum of 80% in order to print out a module completion certificate.

Participants are given unlimited trials to achieve the 80% passing rate during the twelve week

enrollment period with a mandatory wait time of 24 hours between each retake.

In order to earn in-service points participants are required to complete one of three follow-up

activity options in addition to the module content.

STUDENT: Z—Did not evaluate student outcomes due to absence of reliable, valid and

measurable causes and effect relationship between professional development and impact on

students.

Follow-Up Strategies:

Following successful completion of the module, participants must complete one of the follow-

up activity options. The three options are outlined in the Teaching Students with Disabilities

Follow-up Activities document.

Verification of completed follow-up activities by the participants' supervisor is required, in

order for a district to award 20 in-service points. Each district is responsible to ascertain if the

content of this module satisfies the content requirements for students with disabilities credit.

In-service points are awarded by the school districts through their Master In-service Plan.










WITH DISABILITIES.

TITLE: FDLRS: PDA ONLINE: TECHNOLOGY FOR STUDENT SUCCESS: AN INTRODUCTION



DESCRIPTION: The purpose of this component is to provide an opportunity for participants to

compare and contrast instructional technology, assistive technology, accessible instructional

materials, and Universal Design for Learning; and, to determine appropriate tools to meet

student needs and identify available resources to support district/school use of instructional

technology, assistive technology, accessible instructional materials, and Universal Design for

Learning.






IMPACT AREA(S):


targeted



learning


Identify the three principles of the UDL framework and their associated checkpoints.

Explore and utilize UDL resources.

Apply UDL strategies to struggling learners.

Define assistive technology.

Define assistive technology services.

Align various assistive technologies with student needs.

Identify the characteristics of instructional technology.

Align various instructional technologies with curriculum areas.

Identify various types of accessible instructional materials (AIM).

Explore a variety of AIM resources.

Show how AIM relates to UDL, AT, and IT.







3. View related videotapes and power-point presentations.


5. Meet as a group (face-to-face and/or virtually) to share challenges and successes via e-

mail and/or discussion.

6. Identify key technology terms.

7. Identify key legislation that impacts technology for student with disabilities.

8. Explore the framework for Universal Design for Learning (UDL), including the three

guiding principles and their associated guidelines and checkpoints.

9. Complete activities that identify UDL strategies and consider their application in the

classroom.

10. Explore assistive technology devices, services and assessment processes needed to align

various technologies with the individual needs of students.

11. Complete activities to demonstrate understanding of the differences between high, low

and mid-tech assistive technology devices.

12. Complete activities to demonstrate an understanding of the characteristics of

instructional technology and how to align and apply the use of such technology across

curriculum areas.

13. Complete activities to identify accessible instructional materials and resources.

14. Complete activities to demonstrate understanding of the three aspects (content,

structure and presentation) of instructional materials the IEP team may consider when

determining what appropriate and accessible instructional materials a student needs.

15. Complete teacher self-assessments and reflect on personal experiences related to

technology in the classroom.

16. Complete all comprehension checks.

17. Complete all assessment tasks.

Evaluation:



Participants will create and maintain an electronic portfolio consisting of all specified

assessment tasks, which will be reviewed for satisfactory completion, and for demonstration of

competency of the objectives, by the module facilitator. A scoring rubric, developed within the

module, will assure consistency in evaluation by module facilitators.

STUDENT: D—Observation of student performance


Participants will demonstrate continued implementation and application of knowledge learned

from this module via e-mail with facilitator and group meetings. Participants completing this

component will be surveyed to determine use of the knowledge, skills gained and the impact of

the component on job performance and student learning gains.










WITH DISABILITIES.

TITLE: FDLRS: PDA ONLINE: TECHNOLOGY FOR STUDENT SUCCESS: ASSISTIVE TECHNOLOGY



DESCRIPTION: The purpose of this activity is to provide an opportunity for participants to

identify and explore assistive technology devices and services and to examine the process of

helping students with disabilities select, obtain, and use assistive technology. To explore basic

information about the impact of six identified areas of disability including: vision, auditory,

physical, communication, intellectual, and cognitive processing and how assistive technology

devices and services provide support in dealing with the impact of those disabilities.






IMPACT AREA(S):


targeted



learning


Understand that students with disabilities benefit from the use of assistive technologies.

Understand that there is a wide range of technologies that can be considered for use as

assistive technology by students with disabilities.

Identify characteristics of visual impairments.

Explore how visual impairments impact student learning and access to the education

environment.

Explore the assessment process for identifying and aligning various assistive

technologies to meet the needs of students with visual impairments.

Identify characteristics of hearing impairments.

Explore how hearing impairments impact student learning and access to the education

environment.

Explore various assistive technologies to meet the needs of students with hearing

impairments.

Identify characteristics of physical impairments.

Explore how physical impairments impact student learning and access to the education

environment.


technologies to meet the needs of students with physical impairment

Identify characteristics of speech and language impairments.

Explore how speech and language impairments impact student learning and access to

the education environment.


technologies to meet the needs of students with speech and language impairments.

Identify characteristics of intellectual impairments.

Explore how intellectual impairments impact student learning and access to the

education environment.


technologies to meet the needs of students with intellectual impairments.

Identify characteristics of cognitive processing disabilities.

Explore how these disabilities impact student learning and access to the education

environment.








3. View related videotapes and power-point presentations.


5. Meet as a group (face-to-face and/or virtually) to share challenges and successes via e-mail

and/or discussion.

6. Identify key terms associated with assistive technology that may be used to meet the needs

of students with six targeted areas of disability.

7. Explore assistive technology devices, services and assessment processes needed to align

various technologies with the individual needs of students across six major identified areas of

disability across curriculum areas.

8. Complete activities to demonstrate understanding of the differences between high, low and

mid-tech assistive technology devices across six major identified areas of disability.

9. Complete activities to demonstrate an understanding of the characteristics of assistive

technology and how to align and apply the use of such technology with students across six

major areas of disability across curriculum areas.

10. Complete activities to identify assistive technology devices and services that align with

individual needs of students across six major identified areas of disabilities.

11. Complete teacher self-assessments and reflect on personal experiences related to

technology in the classroom.

12. Complete all comprehension checks.

13. Complete all assessment tasks.

Evaluation:



Participants will create and maintain an electronic portfolio consisting of all specified

assessment tasks, which will be reviewed for satisfactory completion, and for demonstration of

competency of the objectives, by the module facilitator. A scoring rubric, developed within the

module, will assure consistency in evaluation by module facilitators.

STUDENT: D—Observation of student performance


Participants will demonstrate continued implementation and application of knowledge learned

from this module via e-mail with facilitator and group meetings. Participants completing this

component will be surveyed to determine use of the knowledge, skills gained and the impact of

the component on job performance and student learning gains.










WITH DISABILITIES.

TITLE: PROGRAM IMPLEMENTATION TRAINING



DESCRIPTION:

The purpose of this component is to increase educator knowledge and skills necessary to

successfully implement core, supplemental, and/or intervention program materials and

resources.





FLORIDA PD PROTOCOL STANDARDS SUPPORTED BY THIS COMPONENT:

EDUCATOR SCHOOL DISTRICT

PLANNING

LEARNING

IMPLEMENTING

EVALUATING

NOT SIGNIFICANTLY RELATED TO ANY PROTOCOL STANDARD

IMPACT AREA:

Study leading to deep understanding of the practice(s), standard(s), and/or

process(es) targeted


Increase knowledge of core, supplemental, and/or intervention program materials and

resources, as determined by activity facilitator

Increase knowledge of digital materials and resources included with the core,

supplemental, and/or intervention program, as needed.

Practice methods to implement core, supplemental, and/or intervention program

materials, as determined by activity facilitator

Practice accessing and using digital materials and resources included in the core,

supplemental, and/or intervention program, as needed

Apply knowledge of core, supplemental, and/or intervention materials and resources,

including digital, through training-related activities and/or job-related implementation

activities

LEARNING PROCEDURES:

WHAT will occur during this professional development component delivery?

A. Knowledge Acquisition: Workshop

The facilitator will introduce materials and resources, including digital, to successfully

implement the core, supplemental, and/or intervention mathematical program (ex. Modeling,

video clips, streaming media, etc.), provide opportunities for participant discussion and

engagement with new learning, and provide time for reflection on application and integration

of newly learned skills in current job responsibilities (ex. Action steps, collaborative discussions,

etc.).

HOW will the experiences be provided to participants during this delivery?

Facilitated group discussions, individual reflection, participant practice with instructor

feedback, participant planning

KEY ISSUES to be included in participant implementation agreements?

No implementation agreements to be created; activity is a training in which educator skills will

increase to perform newly learned skills.

IMPLEMENTATION/MONITORING PROCEDURES:

P. Participant Product related to training or learning process (may include lesson plans, written

reflection on lessons learned, audio/video exemplars, case study findings, modeling improved

practice, samples of resulting student work, and/or collegial training resources), OR

R. Electronic-interactive with on-going monitoring and feedback via online or face-to-face

facilitation on targeted learning, OR

S. Electronic-non-interactive with learning monitored thru online comprehension checks

and/or participant’s summative reports or modeling to peers or supervisors

Participants will demonstrate increased skills through a variety of methods such as:

Journal log review

Lesson plan/portfolio review

Levels of use study

o Observations

o Surveys

o Interviews

Peer coaching observation/feedback

Sharing information session

Technical consultation meeting

Work site demonstration/observation




STAFF: D—Other changes in practices supporting effective implementation of job

responsibilities (observed or measured impact on specific job responsibilities), OR

G—Changes in observed educator proficiency in practices that occur generally without

students present (ex. Lesson design, collegial team learning processes, problem-solving

processes, needs assessments, data analyses, sharing practices with colleagues)

STUDENTS: F—Other performance assessment(s) that reveal impact on students including

learning objectives or behavioral growth

G—Did not evaluate student outcomes as “evaluation method, staff” is the

significantly more relevant measure for assessing impact of the component and supporting

decisions to retain, revise, or delete the component.

Participants will use multiple measures to determine changes in professional practices and

student performance as a result of participation in the development activity. These measures

will include documentation of changes in educator practice related to job responsibilities that

occur with or without students present.

Who will use the evaluation impact data gathered?


Department.









Documents

COMPONENTS RELATED TO ACCOMMODATIONS · domains, and/or deliberate practice or IPDP/ILDP growth targets, and/or district or school level processes for tracking student progress) STUDENT: