The document discusses making educational technology accessible to students with disabilities by following accessibility standards and guidelines. It provides an overview of principles of accessible design, built-in accessibility features in common technologies, and resources for evaluating the accessibility of web-based products and determining technical standards compliance. The document also describes an activity where participants formed groups to discuss implementation of accessibility regulations and develop action plans.
OER in workforce development provides opportunities around cost savings, accessibility, availability, and adaptability of materials. However, there are also challenges such as availability of OER in some fields, the digital divide restricting access to technology, demands on instructors to adapt and find materials, ensuring compliance with outside partners, and keeping OER current.
The schools and libraries program of the universalkmccowen
The Schools and Libraries Universal Service Fund provides discounts of 20-90% on telecommunication services, internet access, internal connections, and basic maintenance to schools and libraries that are approved applicants. Qualified schools and libraries can apply individually or as consortiums for funding and must develop a technology plan approved by an SLD-certified technology plan approver to identify the products and services needed to implement their connectivity goals through a competitive bidding process.
Wikis allow for multi-author collaboration on content. They can be used for both large practical learning designs involving student groups working together to develop resources, as well as smaller independent learning spaces. Wikis feature include the ability to add, edit, and delete content; use of templates, navigation, and pagination features; and embedding of multimedia like images and videos. They also track changes through a history function and allow customization of permissions and authoring methods. Wikis provide affordances for activities like stimulation of engagement, narrative and conceptual development, knowledge construction, collaboration, user inquiry, representation of ideas, and facilitating comparison and connection of concepts through figurative language.
The document provides step-by-step instructions for multiplying 356 by 25 using the lattice method. It explains how to set up a 2x3 grid based on the numbers, fill in the grid by multiplying the digits and placing them in the intersecting lines, then adding the diagonals and carrying numbers to get the final solution of 8,900.
International Women's Day Empower Conference March 2016 at TAFENettieD
This document is a transcript of a presentation on International Women's Day about parity, empowerment, and driving positive change. The speaker discusses her career in marketing and passion project bringing together innovators. She talks about the importance of skills like STEM, art, entrepreneurship, and networking. The speaker shares how she is mentoring a female startup founder and encouraging her network to support women innovators. She discusses the progress made on women's rights and the need to continue pushing for parity. The speaker collects comments from senior women on what parity means for the future and shares examples of successful female entrepreneurs to inspire. She encourages developing skills and networks to create the future you want.
OER in workforce development provides opportunities around cost savings, accessibility, availability, and adaptability of materials. However, there are also challenges such as availability of OER in some fields, the digital divide restricting access to technology, demands on instructors to adapt and find materials, ensuring compliance with outside partners, and keeping OER current.
The schools and libraries program of the universalkmccowen
The Schools and Libraries Universal Service Fund provides discounts of 20-90% on telecommunication services, internet access, internal connections, and basic maintenance to schools and libraries that are approved applicants. Qualified schools and libraries can apply individually or as consortiums for funding and must develop a technology plan approved by an SLD-certified technology plan approver to identify the products and services needed to implement their connectivity goals through a competitive bidding process.
Wikis allow for multi-author collaboration on content. They can be used for both large practical learning designs involving student groups working together to develop resources, as well as smaller independent learning spaces. Wikis feature include the ability to add, edit, and delete content; use of templates, navigation, and pagination features; and embedding of multimedia like images and videos. They also track changes through a history function and allow customization of permissions and authoring methods. Wikis provide affordances for activities like stimulation of engagement, narrative and conceptual development, knowledge construction, collaboration, user inquiry, representation of ideas, and facilitating comparison and connection of concepts through figurative language.
The document provides step-by-step instructions for multiplying 356 by 25 using the lattice method. It explains how to set up a 2x3 grid based on the numbers, fill in the grid by multiplying the digits and placing them in the intersecting lines, then adding the diagonals and carrying numbers to get the final solution of 8,900.
International Women's Day Empower Conference March 2016 at TAFENettieD
This document is a transcript of a presentation on International Women's Day about parity, empowerment, and driving positive change. The speaker discusses her career in marketing and passion project bringing together innovators. She talks about the importance of skills like STEM, art, entrepreneurship, and networking. The speaker shares how she is mentoring a female startup founder and encouraging her network to support women innovators. She discusses the progress made on women's rights and the need to continue pushing for parity. The speaker collects comments from senior women on what parity means for the future and shares examples of successful female entrepreneurs to inspire. She encourages developing skills and networks to create the future you want.
This document discusses how new media like YouTube and Twitter are being used during wars and in authoritarian regimes. It references an article about how the war in Afghanistan was dubbed "The First YouTube War" due to soldiers sharing videos online. Another source talks about how Twitter can be used against tyrants in authoritarian countries. The final excerpt is about how dictators are monitoring social media to watch their citizens and critics.
This document provides information about the International Youth Leadership Exchange Program (IYLEP), including what IYLEP is, why students should apply, tips for getting accepted, and how to complete the application process. It outlines the various sections of the application, necessary documents like recommendations, and links to application forms and program websites. Contact information is provided at the end for those seeking additional information.
The document discusses different theories of how knowledge is acquired and constructed, including:
- Knowledge being individually acquired vs socially constructed
- Cognitive constructivism which holds that knowledge is constructed by individuals/groups and that mental development influences what information can be understood
- Social constructivism which emphasizes that thinking and learning depend on social interactions and cultural influences
- Situated cognition which focuses on how the environment resources ("affordances") influence thinking
It encourages teachers to consider how their instructional practices align with various theories about the origins and development of knowledge.
This document discusses foundational concepts in statistics including descriptive statistics, types of data, populations and samples, variables, and graphical representations of quantitative and qualitative data. It provides examples of forming frequency distributions and histograms for quantitative data, as well as bar graphs and pie charts for qualitative data. Key terms are defined such as parameter, population, sample, continuous and discrete variables. Graphical representations including histograms, bar graphs and pie charts are demonstrated.
MySpace can change their terms of use at any time without notice, close user accounts at their discretion, and are not required to provide refunds. The terms prohibit certain content like advertisements and limit the use of content users do not own. They also ban illegal activities like hacking and spam, and users can be charged $50 for each unsolicited message sent. The full terms are available on MySpace's website.
Section 508 & Accessibility - IDRAC 2014 - Timothy Creagon - US Access BoardVirtual Ability, Inc.
On October 4th 2014 Timothy Creagon presented these materials as part of Virtual Ability's International Disability Rights Affirmation Conference (IDRAC)
This presentation discusses the reasoning behind the provisions of Section 508 of the US Rehabilitation Act as well as the barriers and successful methodologies of implementing accessibility features in technology.
The document provides information about web accessibility and section 508 of the United States federal law. It discusses:
- Section 508 requires federal agencies and organizations selling to the government to make their electronic information and information technology accessible to people with disabilities.
- This includes making software, websites, documents, and other materials accessible through compliance with standards for things like alternative text tags, structured layouts, use of color and fonts, etc.
- Failure to comply can result in legal penalties and an organization being unable to sell to US federal agencies. The document outlines the various guidelines and tools available to help make information accessible, such as those from the W3C Web Accessibility Initiative.
Accessu 2016 presentation "Implementing IT Accessibility Strategically" Jeff Kline
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The document discusses the importance of accessibility in eLearning and outlines best practices for designing accessible online courses. It notes that a lack of accessibility can result in costly legal issues and lost opportunities. Key recommendations include following web accessibility guidelines, using universal design principles, providing text alternatives for images and audio, and testing courses with users who have disabilities.
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Topics covered in this session include:
• The Importance of Accessibility
• UX Accessibility Examples
• Adding Accessibility to Apps
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The document discusses the use of Free and Open Source Software (FOSS) to support Information and Communication Technology (ICT) services for education. It provides perspectives on using FOSS as a strategic component to build ICT infrastructure and close the digital divide. FOSS offers opportunities to develop technology solutions without reinventing the wheel and build competencies through collaborative projects. FOSS licensing frameworks like the GPL and open standards ensure interoperability and prevent vendor lock-in.
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Notes On Intranet Implementation And RoadmapAlan McSweeney
The document discusses plans for implementing an intranet at an organization. It outlines objectives like providing information and enabling collaboration. It discusses types of implementations, security considerations, content management workflows, and the need for requirements analysis. Key recommendations include defining standards, using a content management system, and taking a phased implementation approach to deploy core functionality and applications over time. Success requires commitment, devolved content generation, and consistent design.
Evaluating Web Accessibility For Specific Mobile DevicesMarkel Vigo
The document discusses evaluating web accessibility for specific mobile devices. It proposes extending existing mobile accessibility guidelines to account for varying device capabilities. The approach retrieves a web page's content and the device's profile to dynamically generate tests. These tests are used to evaluate the page and produce a tailored accessibility report for that device. A case study found the approach reduced false positives and negatives compared to generic tests.
This document outlines a workshop about accessibility standards Section 508 and WCAG 2.0, and how they apply to digital content and blended learning. It discusses key aspects of Section 508, including the changes in the recent refresh, and how WCAG 2.0 criteria can be used to measure accessibility. It provides guidance on how these standards apply to SUNY Empire's digital content and blended courses, emphasizing the need to make all content and technologies conform with Level AA WCAG 2.0 guidelines. Exceptions for undue burden and legacy content are also summarized.
The document provides an overview of open source software, its history and uses in libraries. It discusses evaluating open source solutions and factors to consider such as community support, total cost of ownership, and technical requirements. Resources for finding and evaluating open source software are also listed.
This document discusses how new media like YouTube and Twitter are being used during wars and in authoritarian regimes. It references an article about how the war in Afghanistan was dubbed "The First YouTube War" due to soldiers sharing videos online. Another source talks about how Twitter can be used against tyrants in authoritarian countries. The final excerpt is about how dictators are monitoring social media to watch their citizens and critics.
This document provides information about the International Youth Leadership Exchange Program (IYLEP), including what IYLEP is, why students should apply, tips for getting accepted, and how to complete the application process. It outlines the various sections of the application, necessary documents like recommendations, and links to application forms and program websites. Contact information is provided at the end for those seeking additional information.
The document discusses different theories of how knowledge is acquired and constructed, including:
- Knowledge being individually acquired vs socially constructed
- Cognitive constructivism which holds that knowledge is constructed by individuals/groups and that mental development influences what information can be understood
- Social constructivism which emphasizes that thinking and learning depend on social interactions and cultural influences
- Situated cognition which focuses on how the environment resources ("affordances") influence thinking
It encourages teachers to consider how their instructional practices align with various theories about the origins and development of knowledge.
This document discusses foundational concepts in statistics including descriptive statistics, types of data, populations and samples, variables, and graphical representations of quantitative and qualitative data. It provides examples of forming frequency distributions and histograms for quantitative data, as well as bar graphs and pie charts for qualitative data. Key terms are defined such as parameter, population, sample, continuous and discrete variables. Graphical representations including histograms, bar graphs and pie charts are demonstrated.
MySpace can change their terms of use at any time without notice, close user accounts at their discretion, and are not required to provide refunds. The terms prohibit certain content like advertisements and limit the use of content users do not own. They also ban illegal activities like hacking and spam, and users can be charged $50 for each unsolicited message sent. The full terms are available on MySpace's website.
Section 508 & Accessibility - IDRAC 2014 - Timothy Creagon - US Access BoardVirtual Ability, Inc.
On October 4th 2014 Timothy Creagon presented these materials as part of Virtual Ability's International Disability Rights Affirmation Conference (IDRAC)
This presentation discusses the reasoning behind the provisions of Section 508 of the US Rehabilitation Act as well as the barriers and successful methodologies of implementing accessibility features in technology.
The document provides information about web accessibility and section 508 of the United States federal law. It discusses:
- Section 508 requires federal agencies and organizations selling to the government to make their electronic information and information technology accessible to people with disabilities.
- This includes making software, websites, documents, and other materials accessible through compliance with standards for things like alternative text tags, structured layouts, use of color and fonts, etc.
- Failure to comply can result in legal penalties and an organization being unable to sell to US federal agencies. The document outlines the various guidelines and tools available to help make information accessible, such as those from the W3C Web Accessibility Initiative.
Accessu 2016 presentation "Implementing IT Accessibility Strategically" Jeff Kline
While laws, regulations and standards for making IT accessible have been in effect for well over a decade, adoption in both public and private sectors has been painfully slow. One overarching inhibitor to IT accessibility that is rarely identified, even when an organization is relatively committed to make its products and services accessible, is that the organization itself is not enabled for addressing IT accessibility in all its dimensions. When considering the accessibility of ALL of an organization’s IT including external products, services, and its complex internal IT environment, e-learning, etc., a comprehensive, holistic approach needed.
The document discusses the importance of accessibility in eLearning and outlines best practices for designing accessible online courses. It notes that a lack of accessibility can result in costly legal issues and lost opportunities. Key recommendations include following web accessibility guidelines, using universal design principles, providing text alternatives for images and audio, and testing courses with users who have disabilities.
Forms for All: Building Accessibility into UiPath App DesignDianaGray10
Explore the world of accessible app design. We'll dive into common accessibility challenges faced by users in online forms and uncover practical solutions. Learn how to identify and rectify barriers that hinder user interaction, ensuring your forms are navigable and usable by all. This session will provide valuable insights into creating more inclusive online experiences, making your apps not just functional, but more accessible.
Topics covered in this session include:
• The Importance of Accessibility
• UX Accessibility Examples
• Adding Accessibility to Apps
Speaker:
David Kroll, Director, Product Marketing @Ashling Partners and UiPath MVP
Mobility Solutions - Development of Hybrid Mobile Applications with HTMLMindteck (India) Limited
Organizations that are planning mobility solutions initiatives need to address the key needs of manageability, ultiplatform support and providing an adaptable and intuitive user engagement while reducing development time and cost. This paper presents a case for the hybrid application approach in addressing these needs. Read more here http://bit.ly/hybrid-app-mobility-solutions
The document discusses the use of Free and Open Source Software (FOSS) to support Information and Communication Technology (ICT) services for education. It provides perspectives on using FOSS as a strategic component to build ICT infrastructure and close the digital divide. FOSS offers opportunities to develop technology solutions without reinventing the wheel and build competencies through collaborative projects. FOSS licensing frameworks like the GPL and open standards ensure interoperability and prevent vendor lock-in.
This document summarizes an educator's briefing on an online learning service framework called AralaNET. It discusses challenges in integrating ICT into educational organizations and rating the business readiness of ICT solutions. It then outlines ICT architecture and solutions for educational organizations, including performance areas like content creation and learning/business management systems. Open content and knowledge management are also discussed.
The document discusses different technology options for electronic portfolios, including generic tools, commercial/proprietary tools, open source tools, and homegrown tools. For each option, it outlines advantages and disadvantages, and provides best practices recommendations and examples. The main options considered are using widely available generic tools like Word and Photoshop, purchasing a commercial portfolio system, using an open source platform, or developing a system internally.
KB Seminars: Working with Technology - Platforms; 10/13MDIF
This document provides an overview and agenda for a technology seminar discussing technology platforms and decision criteria. It will cover the purpose of platforms, the planning and decision making process, and do a comparison of major open source platforms. The document defines technology platforms and outlines various decision criteria to consider, including technical requirements, business factors like costs, and open source versus proprietary software pros and cons. Useful links are also provided.
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The document discusses plans for implementing an intranet at an organization. It outlines objectives like providing information and enabling collaboration. It discusses types of implementations, security considerations, content management workflows, and the need for requirements analysis. Key recommendations include defining standards, using a content management system, and taking a phased implementation approach to deploy core functionality and applications over time. Success requires commitment, devolved content generation, and consistent design.
Evaluating Web Accessibility For Specific Mobile DevicesMarkel Vigo
The document discusses evaluating web accessibility for specific mobile devices. It proposes extending existing mobile accessibility guidelines to account for varying device capabilities. The approach retrieves a web page's content and the device's profile to dynamically generate tests. These tests are used to evaluate the page and produce a tailored accessibility report for that device. A case study found the approach reduced false positives and negatives compared to generic tests.
This document outlines a workshop about accessibility standards Section 508 and WCAG 2.0, and how they apply to digital content and blended learning. It discusses key aspects of Section 508, including the changes in the recent refresh, and how WCAG 2.0 criteria can be used to measure accessibility. It provides guidance on how these standards apply to SUNY Empire's digital content and blended courses, emphasizing the need to make all content and technologies conform with Level AA WCAG 2.0 guidelines. Exceptions for undue burden and legacy content are also summarized.
The document provides an overview of open source software, its history and uses in libraries. It discusses evaluating open source solutions and factors to consider such as community support, total cost of ownership, and technical requirements. Resources for finding and evaluating open source software are also listed.
Learn how to deconstruct what it means to be "Open," as well as how to engage developers, leverage users, and shape your data to make your platform ready for commercial use.
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This document summarizes Raymond Rose's presentation on the latest online accessibility suits and compliance findings. The presentation covers recent cases from K-12 schools, universities, and the Department of Justice regarding institutions' websites and online content not being accessible to people with disabilities. It also provides an overview of key accessibility guidelines and standards, such as Section 508, WCAG 2.0, and common barriers found like images without text alternatives, videos without captions, and color contrast issues. Resources on creating accessible documents, tables and screen readers are also included.
SSB is a company focused on accessibility that provides auditing, training, and standards management solutions to help organizations comply with accessibility regulations like Section 508. Their main product is the Accessibility Management Platform (AMP) which is a web-based system that allows clients to audit software, provide training courses, and manage accessibility standards and best practices across various technologies over time. SSB also offers implementation support services and point solutions to help clients effectively achieve and maintain optimal accessibility compliance.
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UDL technology frameword implementation
1. Empowering All Learners with Accessible Technology-based Instructional Products Section 508, Subpart B, Technical Standards Sponsored by: The Maryland State Department of Education, In partnership with: The Johns Hopkins University’s Center for Technology in Education
*JUDY Give a brief overview of principles that guided the development of the accessibility standards. Provide demonstration of screen reading technology with Secret Sounds of the Forest combined with graphics on second computer as a tool used by students who have learning disabilities or who are blind. Show an example of alternative pointing devices. Ask participants to think about similar these principles are to those for effective instructional design. From Madeleine Rothberg ’s Accessibility: Making Education Technology Accessible to Students with Disabilities. August 7, 2001. National Center for Accessible Media, WGBH Educational Foundation, An SIIA Webinar.
Examples include: Use of an alternative keyboard called the IntelliKeys like it’s a mouse Joystick Touch window
*JOHN SET THE STAGE ACTIVITY Ask for a show of hands to indicate how many participants are familiar with accessibility features built into existing products. Then review the contents of the slide. Explain that we’ll be taking a hands-on look at these accessibility features next. Ask participants to turn to 1194.21 Software and Operating Systems Applications handout. Read through for 5 minutes to get feeling for language of the regulation.
*JUDY 5 MINUTES TO GO THROUGH CHECKLIST – Direct to Question Sheet if haven’t done so yet. Explain how the Information Technology Industry Council (ITI) adopted the standards and has put them into a checklist format others can use. We recommend using this checklist as a guideline for your review of technology-based instructional products. Examination of the Technical Standards for Equivalent Access: Software Applications and Operating Systems 1194.21 Click on the link to review the Section 508 Subpart B Technical Standards in the ITI Accessibility Checklist. Ask participants to find the three handouts they need to review the technical standards.
*JOHN REVIEW SLIDE to Reiterate Commercially available products and not teacher or school created technology-based curriculum materials.
*JOHN 5 MINUTES TO GO THROUGH CHECKLIST – Direct to Question Sheet if haven’t done so yet. Explain how the Information Technology Industry Council (ITI) adopted the standards and has put them into a checklist format others can use. We recommend using this checklist as a guideline for your review of technology-based instructional products. Examination of the Technical Standards for Equivalent Access: Software Applications and Operating Systems 1194.21 Click on the link to review the Section 508 Subpart B Technical Standards in the ITI Accessibility Checklist. Ask participants to find the three handouts they need to review the technical standards.
*JUDY Text-Only Pages “ A text-only page, with equivalent information or functionality, shall be provided to make a web site comply with the provisions of this part, when compliance cannot be accomplished in any other way. The content of the text-only page shall be updated whenever the primary page changes. 36 C.F.R.§ 1194.22(k) This is an alternative for pages that are inaccessible for students with disabilities. 20. If the reviewed web page contains barriers to access for students with disabilities, is there an alternative text-only page that contains the same information and is updated as often as the reviewed page? 21. How well does the page work with assistive technology that students with disabilities may use such as a screen reader (IBM Home Page Reader as a free screen reader you can download from IBM’s web site)? http://ibm??? 22. List the accessibility successes and problems identified during the evaluation and plans the company may have for addressing the problems. Either check the company’s web site or call for accessibility information.
*JUDY Demonstrate Blackboard accessibility information on the web. Remind participants to refer to evaluation checklist handout.
*JUDY Participants will complete this hands-on learning activity at their computers. Language for RFP vendor may want to list Bobby approved for priority 1 meets 508 criteria Explain priorities. Explain how as we gain experience with accessibility features, it helps us better understand the Section 508 Standards. Indicate how some companies whose web-based products are widely used in Maryland provide public information about how well their commercial web-based products meet these standards. Ask participants to review either of the two accessibility evaluations products and comment on questions and concerns. Suggest there are other web sites that meet accessibility standards and a variety of ways to determine if web sites are accessible Demonstrate how to use Bobby accessibility tool to obtain a report on the accessibility of a web page. Review burning questions.
*JOHN Handouts: Telecommunications Products Checklist Examination of the Technical Standards for Equivalent Access: Telecommunications Products 1194.23 Review contents of slide Ask participants how many school districts have students using computer based telecommunication products for instruction, then review the standards based on this information. A teletypewriter (TTY) is an input device that allows alphanumeric character to be typed in and sent, usually one at a time as they are typed, to a computer or a printer. The Teletype Corporation developed the teletypewriter, which was an early interface to computers. Teletype mode is the capability of a keyboard, computer, application, printer, display, or modem to handle teletypewriter input and output. Basically, this is a one-character-at-a-time mode of sending, receiving, or handling data, although it is often modified to handle a line of characters at a time. Since this mode requires little programming logic, it is often used where memory is limited. The Basic Input/Output Operating System ( BIOS ) sends messages to a PC display using teletype mode. Most printers offer a teletype mode. The simplest video display output format is text in teletype mode. Many modems today continue to include support for a TTY interface. From: http://whatis.techtarget.com/definition/0,,sid9_gci213663,00.html
*JOHN If the modifications change the nature of the product, then it doesn’t meet criteria. For example, if a PDA is to be made accessible for non-visual users, no longer provides standard PDA functions Other standards similar to those for previous products. This criteria is unique for self-contained products. This diagram is available from: http://www.section508.gov/figure2.htm
*JOHN Most hardware manufacturers have addressed these standards as we’ll see later when we look at the Buy Accessible data base. Examination of the Technical Standards for Equivalent Access: Desktop and portable Computers
*JOHN From the “Road to Accessibility” web site at section508.gov, click on the Buy Accessible Data base. Demonstrate how to use the data base to find accessible hardware.
*JOHN Section508.gov is portal web site to all the federal resources involved with supporting implementation of Section 508. There are links to the regulations, information for government representatives, and training resources available online Ask participants what links they want to explore a try one or two.
*JOHN Click on the accessibility link and demonstrate how to find additional resources. Point out the links for sending e-mail messages to request additional information. Solicit Questions
*JUDY Handout: Action Planning Form Clock or Teach Timer to show time
*JUDY Developing Action Plan Handout Planning Next Steps for Implementation Small group discussion and planning - activity. Organize participants into groups by school district using labels on nametags. Ask those who are one or two from one district to join others in similar district according to size. Ask small group participants to decide on roles. o Facilitator is responsible for keeping group on task and on time. o Couch is responsible for giving feedback to keep group going. o Reporter is responsible for abstracting what to share for large group discussion. Recorder is responsible for taking notes. Leading questions: Bring to executive staff meeting, make board of Ed aware, train evaluation and selection staff and principles,parent, community, business, support and monitor, regulations within county that need to be modified (ask Donna for questions on how to address) Action, Person taking responsibility Ask participants to form groups of four by school district. Remind participants they will need each person to assume a role: Facilitator Timekeeper Recorder Coach and Materials Management Refer participants to hand out for recording discussion points for these questions. Give participants 10 minutes to address these questions and prepare for what they want to share with the large group. If there’s an additional 5 minutes time, ask participants to complete a simple action plan that includes Action Step, Person Responsible, and Date Due. Ask groups to share the outcome of their discussions. Display questions to guide discussion during action planning. Remind groups of Post-it Chart as Parking lot for questions to address later. State the amount of time for completing the activity with 5- and 2-minute warnings given. Circulate among groups to address questions that arise. At the 5-minute warning remind groups to think about what they might want to share with the large group.
*JUDY Do you need to continue meeting back in your district? Large group discussion Remind each group to share one item to reflect on what they learned from action planning. Keep PowerPoint slide with questions that each group is to discuss on the screen. Allow groups to share one insight each. If time, ask for remaining questions about action planning.
*JUDY Handout: Evaluation Questions, Summary, and Wrap-up Ask participants for questions, thank them for their participation, and remind them to complete evaluation forms Then thank the audience for their participation, ask them to complete the evaluation forms, and bring the session to a close.