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Ensuring Access: What district leaders need to know about AIM in Louisiana Curriculum Presented by: Donna Broussard Louisiana.

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Presentation on theme: "Ensuring Access: What district leaders need to know about AIM in Louisiana Curriculum Presented by: Donna Broussard Louisiana."— Presentation transcript:



3 Ensuring Access: What district leaders need to know about AIM in Louisiana Curriculum Presented by: Donna Broussard Louisiana Department of Education Baton Rouge, Louisiana August, 2010

4 District AIM Leadership Superintendent Approval Who Administrator Competent Authority Contact Responsibilities Verification of eligibility Coordination/collaboration Procedures Communication Professional Development Plan evaluation

5 Background Knowledge What youll hear… Legal issues and responsibilities for LEAs Definitions, terms, and acronyms Students eligible How to make appropriate decisions Tools that support or produce alternate formats How to acquire AIM How to set up district processes to ensure the provision of AIM

6 Terms to Know Goal of AIM District leadership Legislation UDL AT Core Print disability Eligible Students Specialized formats Timely manner NIMAS NIMAC SETT Copyright Exemption Criteria

7 Why AIM? Goal:Ensuring Access and Progress for All Strategy: Careful and integrated planning that results in the emergence of a general education curriculum that anticipates students' difficulties and greatly reduces the need for retrofitting. Show Chart Show Movie

8 Recommendation for Creating A World-Class System of Education Barrett, Gamm, Gloeckler and Hehir, 2009 Support universal design for learning (UDL) across all grades.

9 What is Universal Design for Learning (UDL)? UDL is an educational approach to teaching, learning, and assessment, drawing on brain research and new media technologies to respond to individual learner differences. Universal Design for Learning Universal design (UD) is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. Universal Design for Learning Assistive Technology Accessible Instructional Materials Click shape

10 Multiple means of Representation Control Motivation Apply to entire curriculum Goals Methods Materials How do we apply UDL to curriculum?

11 UDL Process Reference: CAST Cast Curriculum Barriers Tutorial

12 Assistive Technology Device Any item, piece of equipment, or system, whether acquired commercially, modified, or customized, that is commonly used to increase, maintain, or improve functional capabilities of individuals with disabilities (IDEA §300.5 ). AIM is AT Assistive Technology Accessible Instructiona l Materials

13 Part II: Understanding Accessible Instructional Materials (AIM)

14 What are Accessible Instructional Materials ? Specialized formats of the standard print- based core materials Used for students with disabilities who are unable to access print-based materials

15 Comparing UDL, AT and AIM UDL All learners Adapts the curriculum Focused on outcomes Systemic responsibility: design, planning, purchasing and implementation Built in AT/AIM SWD Adapts the childs access method to curriculum Focused on function Responsibility of students team Retro-fit

16 AIM in LA Policy The Individuals with Disabilities Education Improvement Act of 2004 requires that textbooks and related core instructional materials be provided to students with print disabilities as defined in 34 CFR (e)(1)(i) in specialized formats in a timely manner ( Section ). The Louisiana State Textbook Adoption Policy and Procedural Manual requires that LEAs shall ensure that children with disabilities who need instructional materials in accessible formats receive those instructional materials in a timely manner (LA Title 28, Part XXXII. Bulletin 1794). click

17 What are core instructional materials? IDEA Written and published primarily for use in elementary and secondary school instruction Required by state education agency or local education agency for use by students in the classroom Louisiana Textbookany medium or material (print or non-print), book, or electronic medium that constitutes the principal source for teaching and learning in a specified subject area. A textbook shall be a systematically organized core of stand alone instructional materials … designed to support the teaching and learning of a curriculum based on the Grade-Level Expectations or state curricular guides. These materials shall be limited to instructional materials (see definition herein). Instructional Materialslimited to items having intellectual content that by design assist in the instruction of a subject or course. click

18 What is a print disability? Term identified under the Chaffee Amendment (H.R. 3754,1966) to the Copyright Law (1931) Referenced as part of the criteria for eligibility to copyright exemptions for the duplication of core instructional materials in specialized formats Not an IDEA disability category of eligibility for IDEA services

19 Who are students with print disabilities? Students who have been certified by a competent authority as unable to read printed materials because of: – A visual impairment or blindness – Physical limitations – An organic dysfunction Not all students with reading difficulties meet the criteria for print disabilities under the Chaffee Amendment

20 What are specialized formats? IDEA Specialized Formats Enlarged print Braille Audio Digital Why are they needed? Support for students who are unable to read printed text Makes use of assistive technology tools possible Where do I get them? Order NIMAC Create Public domain

21 What are NIMAS and NIMAC? NIMAS is the standard established by the secretary (of education) to be used by publishers in the preparation of electronic files suitable and used solely for efficient conversion into specialized formats for students with print disabilities NIMAC is a national repository (library) for NIMAS files

22 Whats the difference? AIM Refers to all specialized formats: braille, audio, large print, and digital May or may not be a NIMAS file set Must be provided if required Eligibility based on need determined by the IEP team NIMAS Refers to electronic files A standard, uniform criteria to expedite the conversion of print into specialized formats Based on DAISY (DAISY XML) Strict eligibility criteria per IDEA Available from the NIMAC Downloading rights for states Authorized User (AU) click

23 What is meant by timely manner? AT the same time as non-disabled peers Bulletin 1794State Textbook Adoption Policy and Procedure Manual, Chapter 3§301

24 LA Action on AIM and NIMAS AIM Consortium AIM on the IEP AIM website AIM PD AIM ordering process AIM Decision Making Guidelines NIMAS Coordinator and Authorized User Bulletin 1794State Textbook Adoption Policy and Procedure Manual (LAC28:XXXIII.301, 303, 319, 503, 723, and 2001)

25 Local Education Agencies must Adopt the NIMAS SEAs and LEAs must include the requirement to produce a NIMAS-compliant file in all purchasing contracts. No statutory requirement is placed on publishers.

26 Student, Environment, Task, Tools SETT Framework How do I know if my student needs AIM?

27 Frame the question What is the student expected to do? Where (or under what conditions) will the task be performed? What is the students level of performance? What are the materials?

28 Decision Making

29 Guiding Question Given standard *print-based curriculum materials used in the content areas, does the student have difficulty accessing or gaining meaning from these materials? Example of *print-based core materials are textbooks, workbooks, worksheets, basal textbooks and reproducible materials printed on paper, in book, or single sheet format How do I know if my student needs AIM?

30 Factors to Consider Have any factors related to the students disability been identified? Evidence Physical Cognitive Visual Reading Disability Auditory Perceptual Attention Deficit Behaviors Dyslexia Other Is the student able to read at a sufficient rate and with adequate comprehension in order to complete academic or curricular tasks with success, relative to same-age peers? Evidence Current performance indicated by data Reading efficiency Reading comprehension Identify any barriers other than the print-based format that prevent student access to instructional materials. Evidence Lack of instruction Inadequate pre-requisite kills Behaviors Other: __________________ Environmental factors Medicine English is a 2 nd language Social Pressures Curriculum Barriers How Goals Methods Materials Assessment What 5 Components of Reading Comprehension Learning Differences Listening How do I know if my student needs AIM?

31 Strategies List the strategies or accommodations to materials that have already been tried to address reading or access. Have they been successful? Evidence Typical reading strategies (non-technology related) Any technology related strategies Multiple texts or any teacher created texts How do I know if my student needs AIM?

32 Specialized Formats Identify any specialized formats that the student needs. (Be sure to test the format with the student.) Specialized Formats enlarged print braille audio digital How do I know if my student needs AIM?

33 Digital Format Multiple Views (enlarge, color) Text-to-Speech Speech to text Flashing/Visual Cues Audio and Video Word Prediction Hyperlinks Organizers Scanning How do I know if my student needs AIM?

34 Other Format Considerations Identify any changes to the style of print material that the student needs. Specialized Formats Electronic Text Picture-symbols Color of text or background color Use of Style Sheet structure for headings, subheadings, etc. How do I know if my student needs AIM?

35 NIMAS Eligibility Students identified as having a print disability as defined by the Library of Congress regulations (36 CFR 701.6(b)(1)) Can receive digital files from the National Instructional Materials Center (NIMAC) Federal Register 34 CFR Parts 300 and 301, p , published August 14, 2006

36 Eligibility Criteria i and ii i.Blind persons whose visual acuity, as determined by competent authority, is 20/200 or less in the better eye with correcting glasses, or whose widest diameter if visual field subtends an angular distance no greater than 20 degrees. ii.Persons whose visual disability, with correction and regardless of optical measurement, is certified by competent authority as preventing the reading of standard printed material. Most commonly identified student Straight forward criteria Currently supported by the LIMC

37 Eligibility Criterion iii iii.Persons certified by competent authority as unable to read or unable to use standard printed material as a result of physical limitations. Who is a competent authority? How is the decision made?

38 Eligibility Criterion iv iv.Persons certified by competent authority as having a reading disability resulting from organic dysfunction and of sufficient severity to prevent their reading printed material in a normal manner. Competent authority = medical doctor Record of medical referral

39 Requirement to Provide AIM Regardless of the origin of the print disability, local schools or LEAs must provide AIM if they are determined to be necessary by the IEP team. Some students with reading difficulties do not meet these criteria

40 More Decision-Making Tools Sorting through Features – Scott Marfilius WATI Assistive Technology (Reading Assessment) WATI Assistive Technology (Reading Assessment) Access Guide – Bridge DIBELS screenings Assistive Technology Assessment Pupil Appraisal Evaluations Reading Specialist

41 Certifying Print Disability LEA Competent Authority certifies print disability – Verification of Eligibility to Use NIMAS Materials form – If medical referral, include copy in student record LEA Responsibility – Superintendent identifies the LEAs Competent Authority – LEA maintains record of student eligibility – LEA informs state AU of student eligibility at request for alternate format through Textbook Ordering Process

42 Standard text Book adapted for access Low-Tech Modifications to text Handheld device to read individual words Use of pictures/symbols with text Electronic Text Modified Electronic Text Text reader Scanner with OCR and text reader Text Reader with Study Skill support A CONTINUUM OF CONSIDERATIONS FOR ASSISTIVE TECHNOLOGY For Reading

43 Plan to Plan or Plan to Fail

44 AIM Consortium Decision-Making Tools AIM Navigator AIMing for Achievement DVD AIM Explore AIM Product Tutorials AIM Guide to Federally-Funded AMPs AIM Implementation Guide National AIM Center



47 AIM Explore TtS

48 enter things into the text box---- it will create a report and will also provide a to- do list





53 Document and Communicate Need Identify the need for AIM on the IEP or 504 Plan – Describe the specialized format – Verify eligibility Request resources from textbook coordinator and state AU in a timely manner Inform educational team of AIM needs – Special Education – Regular Education – Extension: Library, Computer Labs, Tutors

54 Obtain AIM? Order from LA Book Depository Order from LIMC (blind/low-vision) Request NIMAC file from the Louisiana Authorized User (AU) Order within LEA resources Order the CD-ROM or audio version direct from the vendor Order from Teacher-Created Other (Describe):

55 Thinking Beyond Text Looking beyond printed textbooks to the future Can your current textbook do this? Social StudiesSocial Studies Math Reading English/Language ArtsMathReadingEnglish/Language Arts How do multimedia and web 2.0 tools, and new hand- held technologies change our current ideas of textbook, core curriculum, learning environment, collaboration? How do these new technologies provide options?

56 Accessibility References AIM - – Textbooks - – LIMC - Assistive Technology - UDL - Access Guide - LA Accessibility Ning - LA Accessibility on Twitter - UDL Modules by CAST -

57 Related State Resource Sites Universal Design for Learning: Access Guide: Section 504: RtI –

58 Louisiana AIM Contacts AIM, AT, & UDL Donna Broussard Education Technology Coordinator AIM, NIMAS and Textbooks Jackie Bobbett, Ph. D. Significant Disabilities Nanette Olivier LA AIM Website: Louisiana Department of Education AT Region 4 & 6 Center Charlotte Ducote

59 Acknowledgement The Louisiana Accessible Instructional Materials (LA-AIM) project respectfully acknowledges the work and products produced from the collaboration of other states and consultants. Materials and information for this presentation, handouts and the LA-AIM website were compiled from resources of the AIM Consortium, CAST consultants, AIM website at Student, Environment, Task and Tools Framework (SETT) from Joy Zabala, and the State Leaders of Assistive Technology (SLATE) at Particular references to the materials of SLATE, SETT, Iowa, Georgia, Pennsylvania, Indiana and Minnesota were used in the development of the AIM Guiding Question, eligibility criteria, Verification of Eligibility forms (Iowa), and the AIM Determination

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