Escambia Action Plan
Contact: David Davis -
david@tlc-mtss.com
Focus School: Pensacola High School
First Steps (from an email, July 2017)
I talked with Dave Butler from Don Johnston this week on services and support for PHS. Below are our initial steps in getting the uPAR up and running so the tool can be used to help determine if students have a higher auditory fluency than print fluency and what may be helpful for those students.
- Purchase the uPAR. USF will do this for you. Our new grant starts August 1st and we have already started working with our purchasing dept to get the uPAR purchased asap.
- The uPAR doesn't need installation, it is a web based tool. It will need a local administrator at the school. This can the the IT person, reading specialist, media specialist, or someone else. This will be the person who has control of the data and control in setting up the student and teacher accounts. They can give me temporary access so I can help in getting the student information into the system and getting the accounts set up, then they can cancel my access and that way they have full control over the information and data.
- Identify the students who will take the uPAR and the teachers who will need accounts. This will need to be done before the student accounts are set up.
- Once the accounts are set up in the uPAR we can schedule training for the teachers and the students on how to use it.
- Time will need to be scheduled for the students to take the uPAR.
- Time will need to be scheduled for a review of the uPAR results.
At anytime during this process the school can begin to get a text-to-speech tool installed and made available for all students. Don Johnston is going to provide Snap&Read for two years at no cost but there is no requirement to use this tool. It has many great features, but the school can pick whatever text-to-speech tool they wish. I believe the school IT person, Tom, has already had some conversations with the support people at Don Johnston and Dave Butler says his support people will be glad to keep working with the school on getting the tool installed and available for the students.
Planning focus for 2017-2018
- Each district will pick a target school for support. Focus activities will include:
- Develop a school based AEM Team comprised of the TLC regional coordinator, the district representatives, and selected school representatives. This team will coordinate and oversee the school AEM support activities.
- Implementation of a learning media assessment. The TLC Team will provide a uPAR site license so any student in the school who is a struggling reader will have access to the assessment. More information on the uPAR can be found at http://donjohnston.com/upar/ .
- Implementation of a student engagement survey. This should be done in the beginning of the year and at the end of the year to see if the AEM support activities for this school have an impact on student engagement. The survey items will be pulled from the items listed on the Survey Questions page in this wiki.
- School support based on the district AEM team analysis of the AEM Quality Indicators (below). The local AEM Team will identify one or more target support services to provide the school based on the analysis of the indicators, barriers, data, and support services.
Indicators
- The agency has a coordinated system for the provision of appropriate, high-quality accessible materials and technologies for all learners with disabilities who require them.
- The agency supports the acquisition and provision of appropriate accessible materials and technologies in a timely manner.
- The agency develops and implements written guidelines related to effective and efficient acquisition, provision, and use of accessible materials and technologies.
- 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.
- The agency develops and implements a systematic data collection process to monitor and evaluate the equitable, timely provision of appropriate, high-quality accessible materials and technologies.
- The agency uses the data collected to guide changes that support continuous improvement in all aspects of the systemic provision and use of accessible materials and technologies.
- The agency allocates resources sufficient to ensure the delivery and sustainability of quality services to learners with disabilities who need accessible materials and technologies.
Escambia ESE Technology Request Form
https://docs.google.com/forms/d/e/1FAIpQLScrOSSfiVRYm1vtdtc5amSsSCUgV9JoXqdPzj-XwfTa4ipShg/viewform?c=0&w=1
Notes from Orlando AEM Meeting. Work on this document to continue to address the different indicators. -
http://bit.ly/2nEAnVl
Notes from Escambia County AEM Meeting:
EscambiaAEMmeeting6_5_17.pdf
EscambiaAEMmeeting6_13_17PHS .pdf
Key Questions
- What is our goal(s) in working with our districts?
- What steps do we need to work toward that goal?
- What barriers do we expect to encounter?
- What supports will we need in working with our districts?
Brainstorm barriers to having flexible and appropriate educational materials and technologies for all students.
Brainstorm types of data to collect to measure progress.
Brainstorm support services.
List school or schools to target here.
What supports will the teachers - administrators - tech staff need?
List initial action steps here.
Resources
text to speech study on high school.pdf
accessible-educational-materials-handout.pdf
udl-reviewer-rubric-district-example.pdf
rating-table-resources-survey.pdf
aim-assessment-planning-form.pdf
curriculum-self-assessment-tool.pdf
