www.pda-ese.org

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www.pda-ese.org
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• The PDA online professional development program
  was developed through the collaborative efforts
  of the
• Florida Department of Education
• Bureau of Exceptional Education and Student
  Services
• Bureau of Educator Certification

The program is coordinated by the FDLRS
Administrative Project and the nineteen FDLRS
Centers and modules are offered statewide at no
cost to Florida educators.
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What is PDA?

• Online content and learning activities for
  self-paced study
• Ongoing communication with expert local
  facilitator
• Group meetings with colleagues and expert
  facilitator
• Classroom-related assessment tasks
• Technology support
• Modules have been available to Florida educators
  since 2003, but content is refined and updated,
  regularly, by module contact writers
• Modules are offered on a rotating basis by each
  of the 19 FDLRS Associate Centers in Florida

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PDA Modules
Title Based on Inservice Pts.
Foundations of Exceptional Education ESE K-12 Certification Competencies 60
Assessment and Evaluation ESE K-12 Certification Competencies 60
Instructional Practices ESE K-12 Certification Competencies 60
Positive Behavior Support ESE K-12 Certification Competencies 60
Transition ESE K-12 Certification Competencies 60
Language Development and Communication Skills ESE K-12 Certification Competencies 60 6.7 CEU for SLPs
Interpersonal Interactions ESE K-12 Certification Competencies 30
Differentiating Reading Instruction for Students Making It Explicit Florida Reading Endorsement Competency 4 and 5 60
Foundations is also available as an independent
study module with no inservice credit
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PDA Modules
Title Based on Inservice Points
Differentiating Science Instruction Current Florida initiatives on differentiation Standards for Science 30
Differentiating Mathematics Instruction Current Florida initiatives on differentiation Standards for Math 30
An Introduction to Differentiating Instruction Responding to All Learners Current Florida initiatives on differentiation 15
Formative Assessment Process for Differentiating Instruction Current Florida Initiatives Developed in collaboration with the Florida Inclusion Network (FIN) 15
Technology for Student Success An Introduction Current Florida Initiatives 15
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October 2003 June 2011
CUMULATIVE DATA
Total Number of Modules Offered Statewide
1100 Total Number of Completing Participants -
8050 Foundations-1014 Assessment
Evaluation-620 Instructional Practices-784 Positiv
e Behavior Support-1344 Language Development
Communication-655 Interpersonal Interactions
Participation-213 Transition-738 Differentiating
Reading Instruction (2006)-1796 Introduction to
Differentiating Instruction (2010)-405 Differentia
ting Mathematics Instruction(July
2010)-305 Differentiating Science
Instruction(July 2010)-176
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ESE K-12 EXAM DATA

• PDA modules
• January 2006 June 2010
• 1818 participants completed PDA modules and took
  the ESE K-12 Exam (number does not reflect
  participants in Foundations for independent
  study).
• 1601 of the 1818 PDA participants who took the
  exam received a passing score. This is a passing
  rate of 88.
• Foundations Module Independent Study
• July 2005 June 2010
• 976 participants accessed the PDA Foundations
  Pilot and took the ESE K-12 Exam.
• 759 of the 976 PDA Foundations Pilot participants
  received a passing score on the exam. This is a
  passing rate of 78.
• Data Correlated with FLDOE Data Warehouse

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Survey Data
PDA Satisfaction Survey Results January 1, 2005 -
June 30, 2011 This data reflects the average
satisfaction rates from all PDA Modules. The
scale is 1 (low) - 10 (high).
Overall Impression 9.10
Ease of Course Navigation 8.95
Usefulness of Information in Learning 9.25
Clarity of Learning Activities 8.97
Organization of Content 9.24
Relevance of Assessment Tasks 9.10
Increase in Professional Growth 9.03
DOE Project Tracking System December, 2009 -
June, 2011 This data reflects the average
satisfaction rates from all PDA Modules. The
scale is 1 (low) - 6 (high).
Training Increased Knowledge 5.30
Training Met Intended Objectives 5.57
Usefulness of What You Learned 5.45
Recommend the Training 5.52
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Feedback from the Field

• PDA courses on-line are both convenient and
  informative!
• Lots of good resources! Good information and
  assessment activities.
• The content of this course was complete. It
  provided me with everything that I needed to
  complete tasks. It offered extra reading
  materials and data if I wanted or needed to go
  beyond the minimum requirements. The most
  current information was made available.
  Organized and some tough stuff I was very
  impressed!
• I feel that all general education teachers
  should take this course in order to prepare for
  inclusion. I took this course after the fact and
  have really had my eyes opened.
• I believe this course has helped me to be a
  better teacher.

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Collaborating Partners

• Florida Department of Education
• Bureau of Educator Certification
• Bureau of Exceptional Education and Student
  Services (BEESS)
• North East Florida Educational Consortium (NEFEC)
• Florida Center for Interactive Media (FCIM)

• Florida Diagnostic and Learning Resources System
  (FDLRS) Associate Centers
• FDLRS Administrative Project
• PDA Advisory Committee Members
• Writers from FDLRS, Districts, FIN,
  Universities, Agencies and Other
• Just Read, Florida! Office

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The Team
Bureau of Exceptional Education and Student
Services
FDLRS Administration/ HRD Project
Bureau of Educator Certification
PDA Implementation Team
Local PDA Coordinators, Facilitators and Tech
Support
19 FDLRS Associate Center Managers
Florida Center for Interactive Media (FCIM)
Just Read, Florida! Office
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PDA Implementation

• Statewide Coordination of PDA
• DOE FDLRS Liaison, Cathy Bishop
• FDLRS Administration/HRD Project
• Administrator, Mary Ann Ahearn
• PDA Coordination, Susan ORear
• Technical Support, FCIM
• Local Implementation of PDA
• FDLRS Associate Center Managers
• Local FDLRS PDA Coordinators,
• Module Facilitators and FDLRS Technical Support

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PDA Implementation

• FDLRS Administrative Project PDA
• Supports FDLRS PDA Coordinators
• Supports FDLRS PDA Tech Specialists
• Collaborates with the Florida Center for
  Interactive Media
• Coordinates PDA Module Contact Writers
• Handles Reimbursements to FDLRS Managers
• Maintains Module Content
• Communicates with DOE
• Uses the PDA Administrative System

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PDA Implementation

• Florida Center for Interactive Media (FCIM)
• Collaborates with the FDLRS Administrative
  Project
• Supports FDLRS PDA Coordinators
• Supports FDLRS PDA Tech Specialists
• Maintains D2L
• Maintains PDA Administrative System
• Updates module content upon request from FDLRS
  Administrative Project

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PDA Implementation

• FDLRS PDA Coordinators
• Schedule modules following a quarter system
• Advertise the modules
• Register participants
• Obtain usernames and passwords
• Use the PDA Administrative System
• Support facilitators
• Support use of D2L Learning Management System
• Manage inservice points
• Collaborate with other PDA Coordinators and FDLRS
  Administrative Project
• Other

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PDA Implementation

• PDA Facilitators
• (District, FDLRS, FIN, etc. personnel)
• Content experts
• Work with participants
• Conduct face-to-face sessions
• Review assessment tasks
• Determine satisfactory completion of the module
• Communicate with PDA Coordinator, as needed
• Access the PDA Admin System for class roster and
  participant surveys
• Other

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Module Access
Module content is accessed by participants using
the Desire 2 Learn (D2L) Learning Management
System. D2L support is provided by the Florida
Center for Interactive Media (FCIM)
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Module Organization
PDA modules use a consistent format and color
scheme. Each module has objectives. Modules are
divided into units with unit objectives. Units
have sections and subsections. Modules may be
taken in any order but content within a module
should be completed in the order in which it is
organized.
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Module Organization
Learning Activity Anything a participant does to
learn content Assessment Task Anything a
participant is required to submit to a
facilitator The first assessment task is in the
Introduction section before Unit 1 in most
modules.
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Inside D2L
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Lets take a quick at a few module features
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Sample Assessment Tasks

• Sample Assessment Task Teaching Cases
• Read each of the teaching cases listed below.
  After reading the scenarios, select two of the
  case studies and answer all of the questions at
  the end. Include each question with your answer.
• Read the teaching case on learning disabilities
  and answer the questions, athttp//cases.coedu.u
  sf.edu/Tcases/commitments.htm.
• Read the teaching case on intellectual
  disabilities and answer the questions
  athttp//cases.coedu.usf.edu/Tcases/it_takes_a_v
  illage.htm.
• Read the teaching case on emotional/behavioral
  disability and answer the questions
  athttp//cases.coedu.usf.edu/Tcases/badnews.htm.
  

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Sample Assessment Tasks

• Sample Assessment Task
• Design a Flexible Small-Group Mathematics
  Mini-Lesson
• After targeting benchmarks and identifying
  clear learning goals, conduct whole-class
  instruction.
• Utilize continuous assessment results from
  whole-class instruction to flexibly group
  students.
• Determine an appropriate, flexible mathematics
  grouping structure.
• Plan and deliver a small-group mini-lesson. Your
  mathematics small-group lesson will include
• clear learning goals
• be based on pre-assessment and whole-class
  continuous assessment data
• support what you learned from this unit as well
  as the guidelines for differentiating mathematics
  instruction.
• . Deliver the lesson and complete the reflection.

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Sample Assessment Tasks

• Sample Assessment Task
• "Share and Compare" Discussion Post
• Consider a unit or series of lessons that you
  will be teaching.
• Demonstrate your understanding of "KUDs" by
  completing the following
• Write at least two things that are most important
  for students to understand by responding to this
  statement Students will understand
  that...(Remember that understandings should be
  important generalizations or should answer how?
  why? so what?).
• Write two things you want students to know
  related to the understandings.
• Write two things you want students to be able to
  do related to the understandings.
• Post your response in the Discussion area.

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Sample Assessment Tasks

• Sample Assessment Task
• AAC Device Exploration and Functional Application
• Review the augmentative communication devices on
  the Direct Selection Communicator Review section
  of the AbleData website.
• Complete the AAC Device Exploration Sheet for at
  least three voice output devices that you feel
  your students would benefit from.
• What devices and/or adaptations can be used in
  the classroom to foster active participation?
  Identify an AAC solution and briefly describe how
  it could be used in a classroom.

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Additional Statewide Online Modules Facilitated
by FDLRS
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www.pda-ese.org
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Questions?
Mary Ann Ahearn ahearnm_at_nefec.org
386-312-2265 Susan ORear orearsocps.net
407-317-3671