1. Leaping into AIM: Decision-Making, Tools for Support and the Texas Road Map Diana Carl, MA, LSSP Independent Consultant and Special Projects Coordinator for the AIM Center diana.carl@comcast.net

2. Big Ideas for this Session In this session, we will be: Starting on the same page – the legal connection Sorting through the decision-making process Checking out the AIM Center web site Digging deeper with tools for support Exploring the Texas Road Map

3. Digital Resources for Today Questions and comments http://TodaysMeet.com/TETN http://TodaysMeet.com/TETN TATN WIKI with resources http://tatn-resources.wikispaces.com TATN website http://www.texasat.net AIM Center website http://aim.cast.org

4. Starting on the Same Page Accessible Instructional Materials

5. In order to meet its responsibility … public agencies must take all reasonable steps to provide instructional materials in accessible formats to children with disabilities who need those instructional materials at the same time as other children receive instructional materials. Section 300.172,(b)(4)Final Regulations of IDEA 2004 Accessible Instructional Materials The Legal Connection

6. What is NIMAS? NIMAS is the National Instructional Materials Accessibility Standard specified in IDEA. It is a technical standard used by publishers to produce source files that may be used to develop multiple specialized formats (such as braille or audio books) for students with print disabilities. Section 300.172(a)(1) Final Regulations of IDEA 2004 SEAs and LEAs must include the requirement to produce a NIMAS- compliant file in all purchasing contracts. No statutory requirement is placed on publishers. Accessible Instructional Materials The Legal Connection

7. What is the NIMAC? The National Instructional Materials Access Center (NIMAC) is the national repository for NIMAS source files provided by publishers. Only students who are dually qualified under IDEA and copyright law are eligible to receive specialized formats created from NIMAS-conformant files from the NIMAC. All 50 states opted to coordinate with the NIMAC as a means for providing specialized formats in a timely manner to qualified students. Accessible Instructional Materials The Legal Connection

8. Who is an authorized user? An authorized user (AU) is an agent of a state department of education who has access to the NIMAC database in order to download or to assign NIMAS filesets for conversion to specialized formats in accordance with established agreements with the NIMAC. Accessible Instructional Materials The Legal Connection

9. SEAs and LEAs are required to ensure that textbooks and related core instructional materials are provided to students with print disabilities in specialized formats in a timely manner. Section 300.172, Final Regulations of IDEA 2004 Accessible Instructional Materials The Legal Connection

10. Frequently Asked Questions What are related printed core instructional materials? What does “timely manner” mean? What are specialized formats? What is a print disability?

11. What are “related core materials?” Printed textbooks and related printed core materials published with the texts… –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

12. “Which textbooks and related core materials” Printed textbooks and related printed core materials “published after July 19, 2006” OSEP has interpreted “published” to mean “available for purchase” http://nimas.cast.org/about/resources/policy_brief-2008-04

13. What are “specialized formats”? Braille, Large Print, Audio and Digital Text Exactly the same information as the printed materials Only the presentation is different

14. Many digital materials are NOT accessible! What do accessibility and usability mean?

15. What does “timely manner” mean? Must be defined by states as mandated in Section 300.172 of the Final Regulations of IDEA 2004 Generally means “at the same time” as other students receive their core instructional materials in print format

16. What is a print disability? It depends…

17. Who has a “print disability” IDEA refers to blind or other persons with a print disability as children who are served under the Act and who qualify in accordance with the Library of Congress regulations for the Act to Provide Books for the Adult Blind of 1931 as Amended Persons who are blind or other persons with disabilities who have been certified by a competent authority as unable to read or use standard printed materials because of: ▪ Blindness ▪ A visual impairment ▪ Physical limitations ▪ An organic dysfunction National Library Service 36 C.F.R. Section 701.6(b)

18. Who “qualifies” for AIM and/or NIMAS?

19. “Who NEEDS specialized formats of print-based instructional materials for educational participation and achievement? Reframing the question

20. Who NEEDS AIM? Students who are unable to read or use traditional print materials and require accessible materials appropriate to their individual needs Students with print disabilities who must gain information to complete tasks, master IEP goals, and reach curricular standards

21. Decision-Making Need, Selection, Acquisition, and Use

22. Responsibilities of Decision-Making Teams 1.Establish need for instructional materials in specialized format(s) 2.Select specialized format(s) needed by a student for educational participation and achievement 3.Commence SEA- and/or LEA-defined steps to acquire needed format(s) in a timely manner 4.Determine supports needed for effective use for educational participation and achievement.

23. Decision-Making Decision Point One: Establish Need

24. Decision Point One: Establish Need Can the student effectively use the standard print-based textbooks and related core instructional materials that will be used across the curriculum? This student can use the standard print-based instructional materials used. This student needs exactly the same content in one or more specialized formats. This student requires modified content or alternative materials.

25. Decision-Making Decision Point Two: Selection of Specialized Formats

26. When the team has decided that a specialized format(s) is needed, they must decide which format(s) would be most appropriate for the student Braille Large Print Audio Digital text Decision Point Two: Select Formats

27. Selection What are the print instructional materials used in this student’s classes across the curriculum. –List the print materials used in the student’s classes What is the intructional context? –Consider the student’s skills, needs and preferences, the environments in which the student will be working and the tasks for which specialized formats will be needed. What specialized formats are needed? –Match the student’s instructional needs with the features that can be manipulated in the specialized formats What materials are needed in which formats? –Match the format or formats the student requires with each listed material. Note that a material may be needed in more than one specialized format.

28. Decision-Making Decision Point Three: Acquisition

29. Decision Point Three: Acquisition Begin acquisition process Determine eligibility for sources Follow SEA and/or LEA-defined acquisition steps that ensure provision of needed formats in a timely manner

30. Multiple Sources for AIM NIMAC Accessible Media Producers Commercial Sources Free Sources Locally Created

31. Eligibility for Sources of Accessible Instructional Materials (What you need to know, but may not want to know about who can get what from where)

32. Who Qualifies for Specialized Formats from NIMAS Files from the NIMAC? ▪ Students who qualify as a student with a disability under IDEA 2004 Students who are eligible under the Copyright Act of 1931 as Amended are those who have been certified by a competent authority as unable to read printed materials because of: ▪ Blindness ▪ A visual impairment ▪ Physical limitations ▪ A reading disability due to an organic dysfunction

33. Competent Authorities for Blindness and Physical Disabilities In cases of blindness, visual disability, or physical limitations, “competent authority” is defined to include doctors of medicine, doctors of osteopathy, ophthalmologists, optometrists, registered nurses, therapists, professional staff of hospitals, institutions, and public or welfare agencies (e.g., social workers, case workers, counselors, teachers, and superintendents)

34. Competent Authorities for Organic Dysfunction In the case of a reading disability from organic dysfunction, “competent authority” is defined as doctors of medicine who may consult with colleagues in associated disciplines.

35. Remember… The Final Regulations of IDEA 2004 require that SEAs and LEAs make provisions for providing accessible textbooks and related core instructional materials to students with disabilities –Who are not included under the definition of blind or other persons with print disabilities –When the materials are not producible from NIMAS files, and –In a timely manner… “at the same time as other children receive instructional materials” or however “timely manner” is defined by the state

36. Exploring the AIM Center Web Site Checking it Out!

37. Major Areas Learn Experience Collaborate AIM Initiatives NIMAS Center National Center on AIM AIM Consortium AIM Center Site Orientation Navigation, Site Map, Glossary, BrowseAloud

38. LEARN All about AIM, AIM Basics, Statutory and Policy Information All About AIM eResources Accessible Media Practice Policy Research AIM for Families History and Archives Disability-Specific Resources

39. Experience Learning Opportunities, Tools and Supports Teaching and Training Resources Webinars, Presentations, DVD and Guide Decision-Making Tools and Supports AIM Navigator, Explorer, and Product Tutorials Technologies for AIM and NIMAS Production Supports, Conversion Tool, and Exemplars AIM Across the Curriculum

40. Collaborate Create and Share Knowledge about AIM Stay Connected AIM Connector, Facebook, Twitter Join a Discussion aim.ig and nimas.ig lists Forums Get the Inside Track AIM and NIMAS Centers

41. Sifting Through! Introduction to the AIM Center Tools

42. Sifting Through AIM Consortium Decision-Making Tools AIMing for Achievement DVD AIM Navigator AIM Explorer AIM Guide to AMPs AIM Product Tutorials AIM Implementation Guide AIM Online Courses

43. Decision-Making Steps Need, Selection, Acquisition, and Use AIM Consortium Decision-Making Tool arranged by Need, Selection, Acquisition and Use AIM Navigator AIMing for Achievement DVD AIM Product Tutorials AIMAIM Explorer Guide to Federally-Funded Accessible Media Producers AIM Implementation Guide

44. The AIMing for Achievement DVD The DVD can be used by educators, families and other stakeholders individually or in groups to build awareness and knowledge about AIM –Two Sections: The Legal Context and the Decision- making Process –Interviews with national leaders –Illustrative vignettes: IEPs teams, students, families, educators, administrators Reflection Points Almost 4 hours of content

45. How It Might be Used? In-service training series Segments for job-related responsibilities Episodic need-based sessions All day with other activities As a series of professional development activities Stacked functions Pre-service and graduate studies Self-study NEVER as a one-shot sit and get!

46. What is the AIM Navigator? A process facilitator that assists educators, families, and students with decisions about AIM for an individual student Four Major decision points Need, Selection, Acquisition, and Supports for Use Guiding questions and instant feedback Built-in scaffolded supports Extensive references and resources Student Summary and To Do List Not a screening or evaluative tool

47. What is the AIM Explorer? A simulated digital reading environment with an array of customizable reading supports to assist with determining initial settings for an individual user. Features include: Magnification Background and text colors Speech voices and speed Highlighting Images Not a screening or evaluative tool

48. What are the AIM Product Tutorials? A suite of supports that assist with feature matching and supports for using ten common software-based readers. 101 captioned “how-to” videos focused on specific features of the products Transcripts for videos Extensive features chart Links to vendor sites for updates and additional information

49. What is the AIM Guide to AMPs? An overview of major accessible media producers (AMPs) with information on how to access the resources. Includes: –Summary Table –APH FAQ –Bookshare FAQ –RFB&D FAQ – (now Learning Ally)

50. What is the AIM Implementation Guide? Text-to-Speech (TtS) and Accessible Instructional Materials (AIM): An Implementation Guide for Use of TtS and AIM in Secondary Classrooms Overview video Students Speak Out video Manual

51. Digging Deeper! Decision-Making Tools on the AIM Center Web Site

52. “It is not just by the questions we have answered that progress can be measured… but also by the questions we are still asking – or have just begun to ask - for knowledge alters what we seek as well as find.” Frieda Adler

53. The Texas Road Map

55. Instructional Materials and Educational Technology (IMET) Division Accessible Instructional Materials The following are helpful links are resources impacting Accessible Instructional materials: Ordering Instructions for School Year 2011-2012 Ordering Accessible Instructional Materials for School Year 2011-2012 (PDF)Ordering Accessible Instructional Materials for School Year 2011-2012 Instructions for Requesting Electronic Files for Students with Visual Impairment or Other Disabilities (PDF)Instructions for Requesting Electronic Files for Students with Visual Impairment or Other Disabilities Instructions for Requisitioning Audio Instructional Materials (PDF)Instructions for Requisitioning Audio Instructional Materials http://www.tea.state.tx.us/index2.aspx?id=2147487109

56. In closing….. Sometimes you just have to know more about how much you don’t know to really understand that you don’t understand. Chuck Hitchcock Director, AIM Center

57. What you can do… Visit the AIM Center web site at http://aim.cast.orghttp://aim.cast.org Find out about Texas’s and your district’s AIM-related policies, procedures, and practices Visit IMET’s AIM web page at http://www.tea.state.tx.us/index2.aspx?id=2147487109 http://www.tea.state.tx.us/index2.aspx?id=2147487109 Visit the TATN web site at http://www.texasat.nethttp://www.texasat.net Get involved with your district’s instructional materials allotment process to insure that materials and technology are accessible Register with the AUs for Texas Acquire AIM for students when needed Share information with others!

58. Handy Information to Share AIMing for Achievement Article Series http://aim.cast.org/learn/accessiblemedia/allaboutaim/aimbasics http://aim.cast.org/learn/accessiblemedia/allaboutaim/aimbasics Accessible Instructional Materials: AIM Basics for Families http://aim.cast.org/learn/aim4families/aim_basics_families Accessible Instructional Materials (AIM): A Technical Guide for Families and Advocates http://aim.cast.org/learn/aim4families/aim_families_advocates AIM Implementation Guide http://aim.cast.org/experience/training/aim_implementation_guide

59. Handy Resources Legal References Related to Assistive Technology http://www.texasat.net/docs/Legal%20Ref_IDEA2004%20Feb%202007.pdf http://www.texasat.net/docs/Legal%20Ref_IDEA2004%20Feb%202007.pdf Advisory Commission on AIM in Postsecondary Education Report http://www2.ed.gov/about/bdscomm/list/aim/index.html Mike Marotta’s eReader Wiki http://aim.cast.org/learn/aim4families/aim_basics_families PATINS Project http://www.patinsproject.com/ Indiana Center for Accessible Instructional Materials (ICAM) http://www.icam.k12.in.us/ MITS: Michigan’s Integrated Technology Supports – AIM/NIMAS http://mits.cenmi.org/AIMNIMAS.aspx