Looking at the Data

Making effective change starts with an analysis of the data. How are our students doing? What are the gaps? What are we doing that works and what are we doing that needs to change?

The new EduData site with the district and school report cards is an exciting tool to help track progress for all students and the reduction of achievement gaps. New accountability requirements from the Every Student Succeeds Act (ESSA) include the inclusion of English Language Learners as a separate indicator and additional reporting of student performance with a focus on seven major racial and ethnic groups (White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian or Alaskan Native, and Multi-racial), Students with Disabilities, and Economically Disadvantaged Students.

The district and school report cards have been designed to make it easier to quickly understand the data and should be more accessible for parents and the public. It includes school grades and school grade components disaggregated by subgroup, whether or not the school has been identified for support, and additional information at the state, district, and school levels.

Be sure to check out the EduData site as well as the other data tools that can be used to help all our students succeed. These sites can also be accessed on the Technology & Learning Connections Data Tools Page.

Finally, be sure to check out the Announcements section for resources you can use to move the data. The UDL IRN is hosting a statewide conference on Universal Design for Learning: Designing with Equity for All Students. FDLRS has professional development opportunities on assistive technology and the assistive technology assessment process. FIMC/VI and RMTC/DHH have some great updates and resources on using accessible instructional/educational materials (AIM/AEM). 

EduData: District and School Report Cards (ESSA)

The EduData Portal: District and School Report Cards provide access to Florida Report Cards, advanced reports, and data files in a variety of formats including graphs, tables, maps, custom reports, and spreadsheets based on your interests in education-related data.
Florida's PK-20 Education Information Portal (EDStats)

Florida's PK-20 Education Information Portal connects people with reports and statistical information about PK-12, college, career and adult education and employment outcomes for Florida students, staff and schools. You can filter for specific district and school report cards, assessment data, and performance gaps between student groups.
NEFEC Data Visualizations Portal

Data visualization tools from the North East Florida Educational Consortium provide user friendly ways to view data from the EDStats Portal. Some of the tools are limited to the NEFEC Consortium districts but many of the tools provide data for all Florida districts. They continually work to extend all of the data tools to all districts.
Florida's K-12 Student Assessment Results

Florida Standards Assessment (FSA), Statewide Science Assessment, Florida End-of-Course (EOC) Assessment, and historical Florida Comprehensive Assessment Test® 2.0 (FCAT 2.0). Results are described by district and school level reports. Resources for understanding the data, packets with graphs and explanations of the results, an explanation of retrofitted data for implementation years, and links to historical results and materials for the each assessment program are included.
Continuous Improvement Management System

The Continuous Improvement Management System (CIMS) is a web application developed by the Bureau of School Improvement (BSI) to provide district and school teams with an online platform for collaborative planning and problem solving as well as a public site for stakeholders to access approved plans. The public side provides access to District Improvement and Assistance Plans (DIAP) and School Improvement Plans (SIP).
K-12 Comprehensive Research Based Reading Plans

Florida Statute 1011.62 requires school districts to write an annual K-12 Comprehensive Research-Based Reading Plan. The submitted plans are reviewed by the Just Read! Florida office and are made available online.
ESE Policies & Procedures (SP&P) Monitoring

Section 1003.57(1)(b)4., Florida Statutes (F.S.), requires that district school boards submit to the Florida Department of Education (FDOE) proposed procedures for the provision of special instruction and services for exceptional students once every three years. The Bureau of Exceptional Education and Student Services is required to examine and evaluate procedures, records, and programs of exceptional student education; provide information and assistance to school districts; and assist the districts in operating effectively and efficiently. The district reports can include data on graduation rate, dropout rate, inclusion, and discipline. The availability of comprehensive district reports depends on a variety of factors, including the need for assistance. Some districts may not have a comprehensive report available online. 
Charter Schools: School Improvement Reports

Section 1002.33(9), Florida Statutes, and State Board of Education Rule 6A-1.099827, F.A.C., require low performing charter schools to develop and implement strategies to raise student achievement. This site includes a list of the charter schools in need of school improvement as well as links to the charter school accountability report.
  National Interactive Map on Chronic Absence

Chronic absenteeism can have a huge impact on student achievement. This interactive map drills down to each school district in each state. For more information on chronic absenteeism, read this document;   Chronic Absenteeism in the Nation's Schools.
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Announcements

Designing for Equity and Achievement for All Learners
December 9-10, University of Central Florida

Join your colleagues from around the region to explore how Universal Design for Learning can help you create a welcoming, responsive, student-centered classroom that cultivates expert learners.

Day one will be a day of featured speaker presentations, breakout sessions, panels, and networking to support your understanding of UDL as it pertains to designing for equity and achievement for all learners. Day two will be a deeper dive into the content and give you the opportunity to meet with experts to help you develop your personal implementation plans.

Sponsored by the Universal Design for Learning Implementation Research Network (UDL IRN), the University of Central Florida, and the PS/RtI Technology & Learning Connections Project.

Switches, Mounting, Positioning and Interfaces -"Game of Access"

February 19th, 2020. Location: Family Service Center Annex ,  311 N Orange Ave, Arcadia, FL 34266

Explore various switches and mouse alternatives with an emphasis on conquering access to the curriculum. This training will provide an overview of the critical considerations for seating and positioning for educational access and domination. Communication devices, computer and tablet interface alliances and conflicts will be presented and include exploration of a variety of switches and their features.


ATIA Conference

The Assistive Technology Industry Association (ATIA) 2020 Conference will be held January 29 - February 1, 2020 at the Caribe Royale Convention Center in Orlando, Florida. This conference is an excellent professional development opportunity with  hundreds of educational sessions across a wide range of strands. Complimentary CEUs are included in the registration fees and are available for ACVREP, AOTA, and ASHA.
 
Additional events and conference information is available on the Technology & Learning Connections website, events page.


FDLRS Announcements

The FDLRS Administration Project is pleased to invite district AT professionals to partner with their local FDLRS Technology Specialist to join us in two upcoming professional developments.  Don't forget to contact your local FDLRS Technology Specialist for training and information on AT, UDL, or AIM/AEM. To locate your local FDLRS center Technology Specialist, visit our website www.fdlrs.org . 

WATI Online Group Study: October 29 - December 20
Join us for an Online Group Study of OCALI's ATIM Using the WATI AT Assessment Process.  In the study, we will review the steps of information gathering, decision-making, and trial use; become familiar with individual WATI forms for each step, and read examples and case studies to help learn to use the WATI AT assessment process.   October 29 - December 20.  Online meeting dates are October 29,  November 19, and December 17 from 9:00 - 11:00 am EST.  Meetings will be recorded for those who are unable to attend.  A certificate of completion for 20 in-service points will be given to those who complete all of the group study activities and tasks. For more information, contact Susan Saunders @ saunderss@nefec.org   850.792.5826.  Register @ bit.ly/WATIonlineStudy
 
Creative AT in Minutes TTT
Coming in February, district AT professionals are invited to partner with their local FDLRS Tech Specialist to attend a training-of-trainers event with Dr. Therese Willkomm, known as "The MacGyver of Assistive Technology."  This two-day event will provide an overview of tools, materials, techniques, assembling AT multi-use devices, and making connections to the curriculum and AT in the classroom. Connect with your local FDLRS Technology Specialist and look for more information and registration coming in January.

FIMC/VI Updates on AIM/AEM

Changes are coming to improve the delivery of accessible instructional/educational materials (AIM/AEM) to Florida's students with print disabilities! New procedures are being developed by the Florida Department of Education Bureau of Exceptional Students and Student Services (BEESS) Florida Instructional Materials Center for the Visually Impaired ( FIMC-VI), Florida Diagnostic and Learning Resources System ( FDLRS) and PS/RtI Technology and Learning Connections ( TLC-MTSS) regarding the National Instructional Materials Accessibility Standard (NIMAS) and the use of Bookshare and Learning Ally.

Data indicate that Florida is seriously underutilizing Bookshare and Learning Ally, even though these are free and valuable resources for all students with print disabilities. In Bookshare, there are some books which have been converted from NIMAS-derived files and are limited to students with IEPs. However, Bookshare has thousands of additional books that are not NIMAS derived and can be used by any student with a print disability.

To encourage more teachers and Digital Rights Managers (DRMs) to use Bookshare and Learning Ally:
  1. District DRMs or teachers can now go directly to Bookshare or to their school account for Learning Ally to:
    1. Create accounts for their students with print disabilities
    2. Order textbooks and leisure reading books in digital and/or audio format
    3. Contact Bookshare or Learning Ally to request the conversion of a book when the book is not available in their library. (FIMC-VI will no longer initiate the conversion process.)
  2. Districts no longer register DRMs with FIMC-VI. Districts can continue to use DRMs for tasks such as setting up student accounts with Bookshare, managing Learning Ally school-based accounts, ordering digital books, etc. Districts can also designate as many DRMs as they need.
  3. For students with visual impairments, authorized teachers of the visually impaired (TVIs) will continue to order hard-copy books in large print and braille from FIMC-VI. However, TVIs are also encouraged to set up Bookshare accounts for their students and to use Bookshare and Learning Ally directly. 
By simplifying the process for teachers and DRMs to utilize Bookshare and Learning Ally, students will gain access to thousands of books in digital formats. Visit Bookshare or Learning Ally to see if your students with physical impairments, visual impairments, learning disabilities, or reading difficulties would benefit from digital books.

RMTC-DHH Updates on AIM/AEM

Students who are D/HH have a spectrum of hearing abilities. Some students have access to auditory information, some have no access to auditory information. The IEP team needs to look at assessments and make a decision based upon data as to what are the most appropriate accessible educational materials (AEM) to use.

It is recommended that captioned media be used at all times; however, it may not provide full accessibility if the student does not read on grade level. For students with hearing in the normal range, and not reading on grade level, it is recommended that they use read-aloud technology. This technology can benefit students who are hard of hearing who use listening and spoken language. For students who are deaf and use ASL, it is also suggested that they have text "read aloud" via ASL. A few resources exist with English text signed out loud for students who are D/HH, but more needs to be developed.

RMTC-DHH has two TALive! Webinars to support providing AEM:
  • Strategies to Expose Students who are D/HH to General Education Curriculum
  • Using Accessible Media with Students who are D/HH (DCMP)
RMTC-D/HH has a monthly e-newsletter called Tech Notes to learn more about resources for D/HH. One of the archived newsletters is all about accessibility specifically for students who are D/HH! Be sure to sign up for the newsletters to get up-to-date information in the world of Deaf Education!

Captioned Resources:

National Center on Accessible Educational Materials (AEM CAST): How to Locate and Create Your Own Captioned Media
ASL Resources:
ASL Dictionaries

Electronic/Online Dictionaries Paper Dictionaries
*Permissible for use on Florida Standards Assessments. For more information on allowable accommodations on Florida's Assessments, visit the FSA Portal .

Visit the Technology & Learning Connections website for additional tools and resources to help prepare all students for college, career, and life. You can also view past editions of the AT & UDL Newsletter on our Resources page. 

This resource was funded through the Bureau of Exceptional Education  and Student Services with IDEA Part B dollars. The information and  resources are provided as a free awareness service to the educational  community and do not reflect any specific endorsement by any parties  involved . Please note that access to some resources may be blocked by individual school districts.