Size+Alike+3+Very+Large

=Size Alike Large - Very Large=

Action Alpha Reach South

=Tools= Online Timer - http://timer.onlineclock.net/ Shift from Don Johnston - [] Book: Switch - How to Change Things When Change is Hard - []

=Focus Areas=

> willingness > buy in > organization > communication > infrastructure > administration support > administration awareness > time > reduction in staff > distribution of resources > acronyms > consistency between schools > trainings || > training > electronic books > ESE contacts > Edmodo > BEEP (Broward) > Edline (Palm Beach) > Easy IEP > LATS > PDA courses > vendor support > FDLRS Centers > region tech labs > loan library > private advocates raising awareness > Adobe Connect > District websites > Brainshark > Model classrooms > || > resource sharing > professional development for consistency across the state > Best Practices statements > training modules for LATS, Techs, teachers (IEP teams) > implementation within projects already in process > AT training for ESE directors || > networking > sharing of resources > creation of resources > problem solving of unique needs, case studies > communication for transfer students (across counties) > || > collaboration between district and FDLRS > infusion into all of FDLRS trainings > training for ESE specialists > || > awareness at school, IEP team, and administrator level > AT consideration at school level > caseloads > coaching/mentoring > building school capacity > ||
 * Assistive Technology - Building capacity for IEP team members to support a student in the selection, acquisition, and use of assistive technology.**
 * 1) Discuss the need.
 * 2) Discuss some of the things you are currently doing that work well for you.
 * List some of the barriers.
 * 1) awareness
 * List some of your resources.
 * 1) Lottie kits
 * Recommend activities at the state level.
 * 1) TAP paper for AT
 * Recommend activities at the regional level.
 * 1) professional development
 * Recommend activities at the FDLRS Center level.
 * 1) awareness
 * Recommend activities at the local level (LATS / RLATS).
 * 1) professional development

> not invited to IEP meetings or school-based team > knowledge of compensatory strategies > school-based staff not accessing district resources > lack of awareness of research and evidence-based practices on listening for learning > reading specialists seen as for gen ed students not ESE students > some schools don't have reading coaches > reading coaches lack of understanding about AIM and AT, how to incorporate it into instruction > awareness and access to closed captioning > testing accommodations awareness > testing infrastructure || > Vision teachers and Learning Media Assessment > FDLRS > LATS, RLATS > Research-based reading information > PDA courses > Instructional Practices > FIN > District reading curriculum supervisors > Just Read, FCRR > Accommodations handbook > AIM discussion guide || > checklist of available resources > AIM Awareness for districts > AMM session about AIM, AT > State definition for eligibility (SLD students) > State advisory committee > Textbook adoptions with universal language for contracts > Ownership of these students is everyone > FCAT Accommodations handbook update || > same size districts collaboration for work groups > provision of training for reading coaches on AIM > interaction with RtI coordinators > TLC monthly newsletter with a broader distribution list || > || > more reaching out at local level with RtI teams, supervisors, reading staff > networking among LATS, FDLRS, technology, and curriculum groups > ||
 * Appropriate & Accessible Instructional Materials - Support an integrated assessment of accessible instructional materials, flexible digital materials, online learning needs, and emergent technologies.**
 * **How are people doing AIM assessments?**
 * **How are we making sure everyone who is eligible for NIMAS:Florida services is receiving those services?**
 * **__How are we connecting with reading coaches and reading teachers, RtI, technology and curriculum?__**
 * **__How are we supporting online learning?__**
 * 1) Discuss the need.
 * 2) Discuss some of the things you are currently doing that work well for you.
 * List some of the barriers.
 * 1) don't understand connection between reading instruction and compensatory strategies
 * List some of your resources.
 * 1) RMTC
 * Recommend activities at the state level.
 * 1) FCRR and Just Read put AT and AIM into their trainings
 * Recommend activities at the regional level.
 * 1) single page quarterly basic info about AIM going to reading coaches
 * Recommend activities at the FDLRS Center level.
 * 1) product comparison matrix
 * Recommend activities at the local level (LATS / RLATS).
 * 1) collaboration between reading coaches and the SPED dept.

> perception that UDL and DI are the same > outdated equipment, no equipment, refusal to purchase new equipment, no funding > financial buy in from gen ed not just ESE > ESE students segregated within the classrooms > UDL does not mean ESE or AT > facilities planners or architects that don't plan or consult with educational staff about classroom environments resulting in denial of access to students > lack of state mandate > time for things to be put into place is too long > funding > || > loan library > QIAT listserv > RtI project and personnel > MTSS project and personnel > FDLRS staff > various UDL websites > relating UDL in all trainings > demonstration of UDL || > mandated professional development for teacher certification > tie to Common Core training > guidelines for UDL integration with Common Core > CPALMS addition of tab to include UDL under Differentiated Enhancement tab > UDL guidelines with hot links posted within CPALMS > quality content input requires sufficient time for preparation > PDA course on just UDL || > professional development > online storage site for created activities > training for HRD personnel on UDL > Adobe Connect recorded sessions on UDL > || > HRD trainers infuse UDL in their trainings > || > needs assessment > awareness on part of ESE contacts/specialists and technology personnel > collaboration with behavior staff on potential impact of UDL ||
 * UDL & MTSS – Supporting the local implementation of a universal, differentiated core curriculum infused with 21st Century Skills that addresses the Common Core Standards in a multi-tiered system of supports.**
 * 1) Discuss the need.
 * 2) Discuss some of the things you are currently doing that work well for you.
 * List some of the barriers.
 * 1) lack of understanding and awareness
 * List some of your resources.
 * 1) CAST website
 * Recommend activities at the state level.
 * 1) funding
 * Recommend activities at the regional level.
 * 1) sharing of information
 * Recommend activities at the FDLRS Center level.
 * 1) Parent services awareness training, Child Find as well
 * Recommend activities at the local level (LATS / RLATS).
 * 1) training on classroom walkthroughs