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What’s Happening in the World of Accessible Instructional Materials? 5 Notions for State AT Leaders Joy Zabala, Ed.D., ATP Director.

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Presentation on theme: "What’s Happening in the World of Accessible Instructional Materials? 5 Notions for State AT Leaders Joy Zabala, Ed.D., ATP Director."— Presentation transcript:

1 What’s Happening in the World of Accessible Instructional Materials? 5 Notions for State AT Leaders Joy Zabala, Ed.D., ATP Director of Technical Assistance

2 Notions to be Explored 1.New insights into AIM-related language 2.Critical Components of Quality Indicators for the Provision of AIM 3.AIM in SPP and APR 4.AIM and High-stakes Assessments 5.AIM in a Wavering World

3 Changes in AIM-related language from OSEP and the Changing Landscape 1

4 Changes at OSEP Language as a barrier Change over time Acting from common misunderstandings Language as a capacity-builder Keeping up with change Common vocabulary Keeping Language Current

5 OSEP officially changed the name of the Technology and Media Services for Individuals with Disabilities Program to the Educational Technology, Media, and Materials for Individuals with Disabilities Program. December 9, 2012 New Language from OSEP

6 The program purpose statement was amended to include "...(4) provide accessible educational materials to children with disabilities in a timely manner." These changes do not modify the legal authority or coverage of the program. December 9, 2012 New Language from OSEP

7 “educational” = “instructional” = “learning”

8 Language as a barrier Change over time Acting from common misunderstandings Language as a capacity-builder Keeping up with change Common vocabulary Keeping Language Current

9 XML files that are developed to the National Instructional Materials Accessibility Standard (NIMAS) can be readily transformed into student-ready specialized formats. NIMAS

10 Facilitator: purchasers, publishers and media producers Barrier: decision-makers for individual students, educators, families Common misunderstandings: eligibility, student-ready, is all that’s needed Language Change Over Time

11 AIM as Specialized Formats braille, large print, audio, and digital text Exactly the same information as the printed materials Only the presentation of the material is different 1

12 AIM = Specialized Formats Facilitator: broadens understanding beyond NIMAS as sole means of providing accessible materials Barrier: applies only to print-based materials, limited to students meeting copyright criteria, equates need to specific disability categories Common misunderstandings: need is equated to falling within specific disability categories, acquiring for one opens access to all, fair use Language Change Over Time

13 Lesson Learned… AIM is not just NIMAS! AIM is not just Specialized Formats

14 Accessible Instructional Materials Accessible instructional materials are designed or enhanced in a way that makes them usable by the widest possible range of student variability regardless of format (print, digital, graphical, audio, video) Content may be “designed to be used as print” and require retrofitting Content may be “designed to be used digitally” and difficult to retrofit if not accessible from the start Technology that delivers the content must be “accessible” to the person who is using it

15 AIM = Materials designed to be highly usable across full range of student variability Facilitator: expands beyond printed materials, includes digital materials, increases importance of the market, extends thinking to non-text material Barrier: lack of demand, limited availability in the market Common misunderstandings: all digital materials are accessible Language Change Over Time

16 Lesson Learned… It is important to understand that content and delivery technology are two sides of the AIM coin and both require careful consideration and selection.

17 The information is the content Technology is the delivery system upon which the content is presented to the student

18 Critical Components of Quality Indicators for the Provision of AIM 2

19 Critical Elements of Quality Indicators for the Provision of AIM Quality Indicators developed by the AIM Consortium 2011/2012 – Critical Components of each Quality Indicator developed by AIM Center staff and advisors Critical Components vetted by OSEP and made available via the AIM Center web site

20 Purpose and Expected Use of Critical Components To assist state and local education agencies (SEAs and LEAs) with planning, implementing, and evaluating dynamic, coordinated systems for the timely provision of AIM To provide states with consistent goals that can be implemented in a variety of ways To promote in-state discussion around multiple state- focused and locally-focused ways to achieve those goals

21 AIM Center Technical Assistance is aligned to the Critical Components of Quality Indicators for the Provision of AIM Implementation of a coordinated system for the timely provision of AIM (QI-1 & QI-2) Development and dissemination of written guidelines (QI-3) Provision of learning opportunities and TA (QI-4) Collection, analysis, and use of data related to systemic effectiveness and impact on student outcomes(QI-5 and QI-6)

22 AIM in State Performance Plans and Annual Performance Reviews 3

23 Connecting AIM to SPP/APR Indicators and Improvement Activities State Performance Plan (SPP) – evaluates state’s implementation of Part B of IDEA and describes how the state will improve such implementation. Annual Performance Report (APR) – reports on state’s annual performance in meeting targets in its SPP. ex.html

24 SPP/APR Indicators and Improvement Activities Recent shift in emphasis of the U.S. Department of Education from compliance to results Indicators currently under revision Reflection of AIM under Improvement Activities Relationship between AIM and performance on specific indicators (e.g., LRE)

25 AIM Center Document at OSEP for Vetting Indicator 1: Graduation Rate Indicator 2: Dropout Rate Indicator 3: Assessment Indicator 4: Suspension/Expulsion Indicator 5: LRE Indicator 8: Parent Involvement Indicator 13: Secondary Transition

26 AIM and High-Stakes Assessments 4

27 Focus on Proposed Testing Accommodations PARCC Draft Accommodations Manual currently out for public comment Earlier PARCC Draft Accommodations Reading – Read Aloud Math - Calculator Writing – Scribe and word prediction Thoughts and concerns Definitions. Eligibility, Conditions, Potential unintended results Smarter Balance drafts anticipated soon

28 AIM in a Wavering World! 5

29 “Timely access to appropriate and accessible instructional materials is an inherent component of [an LEA’s/SEA’s] obligation under [IDEA] to ensure: that FAPE is available for children with disabilities and that children with disabilities participate in the general education curriculum as specified in their IEPs.” Office of Special Education Programs (OSEP), 71 Fed Reg

30 and one last thing… Resources from the AIM Center

31 The National AIM Center Where help is just a fingertip away!

32 The AIM Center Web Site Highlights AIM Simply Said Stakeholder Pages AIM in Your State PALM Initiative AIM Navigator AIM Guide to AMPS AIM Connector Learning Journeys

33 EVERY child can reach success. What will you ensure they get there?

34 YOU make a difference! Visit the AIM Center web site at: Share the AIM video with everyone you know! Download and distribute the PALM Toolkit documents to everyone you know! Use the AIM Navigator to help identify need and then explore options to meet the need Go to “AIM in Your State” and to find out about state and local policies, procedures, and practices related to the selection and acquisition of instructional materials!

35 Joy Zabala

36 ATLA | Assistive Technology of Alaska Alaska Center for Accessible Media

37 Alaska Center for Accessible Media (akCAM) 2008 – 2011 Alaska Department of Education & Early Development (DEED) called together stakeholders for a two-day roundtable meeting Special Education Service Agency (SESA) received 3 year grant to create the Alaska Center for Accessible Media (akCAM) -SESA & ATLA created the iPad Pilot Project in 3 classrooms -SESA suggested that ATLA would be a better fit for akCAM

38 Alaska Center for Accessible Media (akCAM) -Fall 2012 ATLA was contracted to do akCAM -Traveled to 16 sites around the state doing both inservice training and direct support on AIM -Expanded iPad Pilot Project to 5 classrooms around the state -Broadened outreach efforts to post-secondary -FY13 ATLA was awarded the akCAM -1 of 2 NIMAC authorized users -Incorporated AIM into ALL of our activities

39 Alaska Center for Accessible Media (akCAM) For example… -Assessments for DVR, VA, employers -Demonstrations, loan of equipment, I&A, etc -Focused this year on outreach, not on expansion -Creative partnerships - Independent Living Centers, Therapy groups, Physician Assistants, Interim Nurse Aids, Local Phone and Internet providers, etc..

40 Alaska Center for Accessible Media (akCAM) Coming soon.. -Video PSA project of each iPad Pilot Project -Identified 5 districts with highest drop out rate and highest # of students that would qualify as print disabled to provide the most onsite support to -Creating an Accessible Instructional Materials guide to be distributed to all educators and service providers -Outreach to schools that have received a high volume of iPads to offer training on iOS accessibility and AIM

41 Alaska Center for Accessible Media (akCAM) Alaska is an open territory state No centralized or uniform method for textbook acquisition Lack of Internet High turnover rate for rural educators

42 AIM is not always solved with an iPad

43 Outreach in Alaska

44 Find the hook!

45 accessible instructional materials: what it really means in Alaska

46

47 window time in Alaska

48

49

50 Delaware

51 Features of Our Model Centralized service Additional “special factor” on IEP Two types of eligibility Statewide network of Digital Rights Managers

52 LEA DE AIM Center Verify Eligibility Content Delivery Determine Student Needs Provide info, training and TA Website for ordering/ tracking Source/ Create Content

53 IEP Question An Additional “Special Factor”

54 Other Factors to Consider: IEP Team must consider each of the factors. If there is a need identified, check “yes” and address in the IEP.  Communication needs of the student  Braille instruction for students who are blind or visually impaired  Communication and language needs for students who are deaf/hard of hearing  Language needs for students with limited English proficiency  Positive behavior interventions, supports, and strategies for students whose behavior impedes learning  Need for assistive technology devices or services  Interventions, supports, and strategies for students who have difficulty accessing and/or using grade-level textbooks and other core materials in standard print formats

55 Clarification of Print Access Need (check all that apply and provide elaboration)  Reading instruction/intervention (Approach? Intensity?) Specify: ______________________________________  Low-tech print access supports (e.g., colored overlays, print isolators/ masks) Specify: ______________________________________  Alteration of manner in which print content is presented (multiple options for accessible instructional materials may be needed – check all that apply)  Large print (Size? Font? Spacing? Other considerations?) Specify: ________________________________  Audio (e.g., RFB&D, talking books, text-to-speech conversion of digital files, other recording mechanisms) Specify: ________________________________  Supported reading software (e.g., Kurzweil, gH Player, TextHelp) Specify: ________________________________  Digital content (e.g., Bookshare, Project Gutenberg, on-line repositories, digital versions of books procured directly from publishers) Specify: ________________________________  Not yet determined DATA DRIVEN

56 Warning, Will Robinson… The lack of facility with print doesn’t automatically qualify a student as having a “print disability” You need to demonstrate a learning/performance advantage when grade-level content is made available in another form.

57  IMPORTANT  The provision of AIM is permitted ONLY to students who meet legal qualifications. In Delaware, we have two “flavors” of qualification. IEP teams determine each student’s qualification status.

58 Access Determination Group A Group B

59 Group A Qualification 1.Blindness, defined as visual acuity (determined by a competent authority) of 20/200 or less in the better eye with correcting lenses, or whose widest diameter of visual field subtends an angular distance no greater than 20 degrees. 2.Visual disability (determined by a competent authority), with correction and regardless of optical measurement, that prevents that reading of standard print material. 3.Inability to read or to use standard printed materials as a result of physical limitations. 4.Reading disability (determined by a competent authority) resulting from organic dysfunction and of sufficient severity to prevent reading printed material in a normal manner. Group A

60 Group B Qualification A student qualifies for Group B when ALL of the following criteria are met: 1.The student has a print disability as determined by a neurologist, psychiatrist, learning disability specialist, special education teacher, or school or clinical psychologist with a background in learning disabilities. 2.The certifying staff member (or the student’s IEP team) determines that the student requires core instructional materials in accessible formats. 3.The need for AIM is documented in the IEP. Group B

61 Why does the Group A/Group B distinction matter? From an educational standpoint, it doesn’t matter. Student meeting either A or B criteria qualify for AIM in whichever formats are appropriate to their needs. It matters to the AIM Center, though, because it dictates the sources from which accessible content can be drawn. Group A Group B

62 IEP TEAM STUDENT DRM Request for AIM AIM

63 The AIM Center relies on Digital Rights Managers (DRMs) to verify student eligibility and ensure that the provision of AIM to qualifying students complies with all legal and ethical guidelines. The DRM acts as a “broker” between the IEP team and the Delaware AIM Center.

64 The DRM’s Role is… To ensure compliance with law – Only eligible students served – Documentation managed responsibly As point person for securing AIM – Makes request via AIM website – Receives AIM – Transfers AIM to teacher – Facilitates return of AIM from teacher

65 The DRM’s role is not… To figure out whether a student needs AIM To figure out what type of AIM the student needs To determine or provide the “delivery mechanism” for the AIM

66 Provision of Accessible Instructional Materials for Students with Print Disabilities IEP Team AIM Center DRM LEGEND Discuss suspected print disability and note indicators/evidence Teacher Assess to verify print disability Assess to determine appropriate AIM format(s) for each curricular area Identify text materials needed in AIM format(s) Determine nature of student eligibility for AIM (Group A/B) Secure eligibility documents Enter request through AIM website AIM sourced & produced AIM transferred to DRM Submit request to DRM with IEP & eligibility assurances Secure teacher assurance re: adherence to terms of use Deliver AIM to teacher Deliver AIM to student Retrieve AIM from student at end of course Return AIM to DRM Return AIM to AIM Center Return AIM to inventory

67 The Delaware AIM Center Centralized service for information & ordering MOU between the Division for the Visually Impaired, Department of Education & DATI Repository of materials

68

69 Idaho AIM/UDL Collaboration

70 Two Roads

71 Shared Vision Idaho AT Project-Janice Carson & Dan Dyer (AIM) SDE Digital Learning Coordinator-Carol Scholz (UDL) Curricular Materials Specialist- Elizabeth Flasnick (PALM)

72 AIM-TTA Targeted Technical Assistance State- National AIM Center Joy Zabala came to assess where we (AIM Coordinating Committee) were at within our planning and implementation based on the AIM Quality Indicators. She also provided TA.

73 AIM-TTA Monthly Calls with All TTA States Monthly Calls just for Idaho Joy visited to provide TA again in April 2013 AIM Quality Indicators to Guide our Activities

74 AIM To Do Reworking our AIM website and updating documents (3/4 done— finished in June) Developing online training – Overview webinar and additional trainings (Just In Time Format) – Online and Face-to-Face In-depth Training

75 4-Pilot Districts-This Year Finish In-depth training this fall Each Pilot District: Follow 1 Student All the way through the process to look for implementation flaws – Design a drill-down document to assist in analyzing implementation problems – Assist in designing Data Gathering Methods Finalize Data Gathering & Monitoring Methods with the SDE

76 Higher Education AIM & UDL Providing Training and Supports for our IHE Teacher Education Program Goal is to Provide the Training to both Pre- service and In-service Teachers Trying to Move Away from a “Catch Up” Model of Training

77 UDL/PALM Supporting State Level Training Across Idaho on PALM & UDL

78 Shared Vision Road Convergence

79

80 Assistive Technology Collaborations with the Wyoming Department of Education Accessible Instructional Materials

81 Wyoming AIM Timeline of activities 2007 Initial contract from WDE 2007 CAST-AIM Consortium 2009 Training/Technical Assistance 2009 Production of Accessible Materials

82 Wyoming AIM Total AIM Funding: $1,013,776 $730,602 Cast-AIM $166,666 Training/TA/Fee for $116,508

83 Wyoming AIM Member AIM Consortium Develop data management tracking system Modify state/LEA systems Support students transitioning to community colleges 2012 Professional development to LEAs – online training modules TA to LEAs for identifying students Increase awareness about AT Act Program, WATR Increase use of WY Clearinghouse for AIM

84 Wyoming AIM Products and Trainings Memorandum Series: Principals, Special Education Directors, Curriculum Directors Training Series/Regional Workshops WY Procedures for Providing AIM A Guide for Decision-Making Teams

85 Wyoming AIM Data Collection and Reporting Identified students Contacts by district Type of assistance provided by district

86 NIMAS-eligible Students in Wyoming

87 AIM Requests Since 2007, we have received 415 AIM requests from Wyoming school districts – Of those: 46%textbook requests 9%workbook requests 45%other core instructional material requests

88 AIM Delivery We have provided 415 AIM files, since 2007 – Of those: 57%digital text 18%braille 17%DAISY 8% large print Braille AIM requests are fulfilled by contracted certified braille transcribers Large print AIM requests are outsourced to accessible media producers (AMPs)

89 Wyoming Accessible Center (WAC) We also provide alternate format production services to educational agencies in the state: – K12 – Community colleges This is an option for educators when the requested AIM is not available in the NIMAC nor at other AMPs – Ex: recently converted the Osborne’s Book of World Religions, 1995, to braille for a Wyoming elementary student

90 Six AIM Trainings for Educators and Parents Created by Kathy McWhorter and based on the AIM Center trainings developed Joy Zabala Also added was the Accessible MS Word Document Design module to the series

91 AIM Training Videos

92 New AIM Trainings We will add six new trainings in 2013: 1.Apple iPad tablet accessibility features to support AIM (with a focus on 8–12 Apps) 2.Android tablet accessibility features to support AIM 3.Apple iMac accessibility features to support AIM 4.Windows 7/8 accessibility features to support AIM 5.Literacy software: an option for AIM e-text playback 6.DAISY DTB playback options

93 AIM Collaboration We collaborate with: 1.State AT Act Program – Wyoming AT Resources (WATR) 2.Professional Learning Community in AT (PLC-AT) We provide free AIM/AT device loans to k12 educators through WATR WATR staff are trained in NIMAS and AIM AIM and WATR staff collaborate to develop state- wide presentations and events to increase outreach to Wyoming educators

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