{
    "document_id": 15732,
    "page": 19,
    "width_pt": 612,
    "height_pt": 792,
    "rotation": 0,
    "pipeline_version": "paddleocr-vl-1.6+paul-48",
    "engine": "paddleocr_vl",
    "source_run_id": 15843,
    "item_count": 11,
    "counts_by_type": {
        "heading": 2,
        "text": 9
    },
    "build_ms": 1,
    "items": [
        {
            "id": "p19.1",
            "order": 1,
            "type": "heading",
            "bbox": {
                "l": 87.6,
                "t": 718.32,
                "r": 454.8,
                "b": 692.64
            },
            "text": "- use technology effectively to analyze data to improve teaching and learning\nYes",
            "attrs": {
                "block_label": "paragraph_title"
            },
            "level": 3
        },
        {
            "id": "p19.2",
            "order": 2,
            "type": "text",
            "bbox": {
                "l": 68.88,
                "t": 681.6,
                "r": 538.8,
                "b": 581.28
            },
            "text": "Provide a description of the evidence that your program uses to show that it prepares teachers to integrate technology effectively into curricula and instruction, and to use technology effectively to collect, manage, and analyze data in order to improve teaching and learning for the purpose of increasing student academic achievement. Include a description of the evidence your program uses to show that it prepares teachers to use the principles of universal design for learning, as applicable. Include planning activities and a timeline if any of the four elements listed above are not currently in place."
        },
        {
            "id": "p19.3",
            "order": 3,
            "type": "text",
            "bbox": {
                "l": 69.12,
                "t": 572.88,
                "r": 539.76,
                "b": 413.76
            },
            "text": "Candidates in this exclusively on-line program must demonstrate through the use of planned lessons (integrated and unit) how technology is infused. This includes the use of assistive or other technologies such as smart board clickers, video clips, graphing calculators and smart board. Within courses, candidates must use programs such as Excel to input baseline data, calculate data for use in FBI (Functional Behavioral Assessments) and chart data for use in determining appropriate instructional and behavioral activities. Research classes require student to manipulate “data” to predict outcomes and draw conclusions and to develop research prospectus. Candidate are engaged in direct instruction via methods and courses and the professional development site in Universal Design. They must participate in communal blogs, instructional planning, webinars and submit evidence of Universal Design in their respective portfolios and assignments. A rationale with research supported evidence must accompany their plans."
        },
        {
            "id": "p19.4",
            "order": 4,
            "type": "heading",
            "bbox": {
                "l": 70.08,
                "t": 405.12,
                "r": 195.12,
                "b": 392.16
            },
            "text": "Section VI Teacher Training",
            "attrs": {
                "block_label": "paragraph_title"
            },
            "level": 3
        },
        {
            "id": "p19.5",
            "order": 5,
            "type": "text",
            "bbox": {
                "l": 69.6,
                "t": 382.8,
                "r": 540.48,
                "b": 340.56
            },
            "text": "Provide the following information about your teacher preparation program. Please note that choosing 'yes' indicates that your teacher preparation program would be able to provide evidence upon request."
        },
        {
            "id": "p19.6",
            "order": 6,
            "type": "text",
            "bbox": {
                "l": 69.84,
                "t": 330.96,
                "r": 342,
                "b": 318.24
            },
            "text": "Does your program prepare general education teachers to:"
        },
        {
            "id": "p19.7",
            "order": 7,
            "type": "text",
            "bbox": {
                "l": 87.6,
                "t": 308.4,
                "r": 301.68,
                "b": 281.76
            },
            "text": "- teach students with disabilities effectively\n  Yes"
        },
        {
            "id": "p19.8",
            "order": 8,
            "type": "text",
            "bbox": {
                "l": 87.36,
                "t": 271.68,
                "r": 418.8,
                "b": 245.04
            },
            "text": "participate as a member of individualized education program teams\nYes"
        },
        {
            "id": "p19.9",
            "order": 9,
            "type": "text",
            "bbox": {
                "l": 87.36,
                "t": 234.72,
                "r": 383.76,
                "b": 208.32
            },
            "text": "- teach students who are limited English proficient effectively\n  Yes"
        },
        {
            "id": "p19.10",
            "order": 10,
            "type": "text",
            "bbox": {
                "l": 68.88,
                "t": 197.52,
                "r": 534.48,
                "b": 111.6
            },
            "text": "Provide a description of the evidence your program uses to show that it prepares general education teachers to teach students with disabilities effectively, including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and to effectively teach students who are limited English proficient. Include planning activities and a timeline if any of the three elements listed above are not currently in place."
        },
        {
            "id": "p19.11",
            "order": 11,
            "type": "text",
            "bbox": {
                "l": 69.6,
                "t": 102.96,
                "r": 531.84,
                "b": 74.88
            },
            "text": "At the graduate level, candidates engage in field experiences during their coursework and the culminating practicum. During these experiences, candidates' assignments in assessment, IEP, FBA and"
        }
    ],
    "excluded_furniture": {
        "first": [],
        "last": []
    }
}