1. NIMAS/Florida Is about student achievement!

2. What we’ll cover… NIMAS Basics NIMAS Journey in Florida Our Responsibilities NIMAS Resources Questions NIMAS Basics NIMAS Journey in Florida Our Responsibilities NIMAS Resources Questions

3. The Legal Connection IDEA 2004 –Core instructional materials in specialized formats –Timely manner –NIMAS/NIMAC IDEA 2004 –Core instructional materials in specialized formats –Timely manner –NIMAS/NIMAC

4. NIMAS National Instructional Materials Accessibility Standard NIMAS is a “standard” that is used by K- 12 textbook publishers when producing electronic files of their textbooks. NIMAS facilitates the creation of accessible core instructional materials for qualified students with disabilities.

5. Repository that houses NIMAS XML files that can be converted into accessible formats for use with qualified K-12 students Books published after August 2006 Maintains procedures to protect against copyright infringement of accessible core instructional materials Repository that houses NIMAS XML files that can be converted into accessible formats for use with qualified K-12 students Books published after August 2006 Maintains procedures to protect against copyright infringement of accessible core instructional materials NIMAC National Instructional Materials Access Center

6. What does a NIMAS file look like? Chapter 24: The Great Depression 1 Overview During the 1920s, the United States saw a time of great prosperity. However, that would all change with the stock market crash of 1929. The country and the world would be plunged into an economic and social depression.

7. NIMAS/Florida at FIMC-VI Is the sole Authorized User (AU) for the State of Florida and orders all NIMAS-derived files from the NIMAC Arranges for files to be converted by an Accessible Media Producer (AMP) to the appropriate specialized format Delivers converted files to District Digital Rights Managers (DRMs) District DRM delivers accessible materials to school/student Is the sole Authorized User (AU) for the State of Florida and orders all NIMAS-derived files from the NIMAC Arranges for files to be converted by an Accessible Media Producer (AMP) to the appropriate specialized format Delivers converted files to District Digital Rights Managers (DRMs) District DRM delivers accessible materials to school/student

8. What are “print instructional materials”? IDEA defines them as… “printed textbooks and related core instructional materials that are written and published primarily for use in elementary school and secondary school instruction and are required by a state education agency or school district for use by students in the classroom.” [20 U.S.C. 1474(e)(3)(C)] IDEA defines them as… “printed textbooks and related core instructional materials that are written and published primarily for use in elementary school and secondary school instruction and are required by a state education agency or school district for use by students in the classroom.” [20 U.S.C. 1474(e)(3)(C)]

9. Formats IEP team determines appropriate accessible formats BrailleAudio Large PrintDigital Text Specialized formats do not alter content of the print material.

10. NIMAS Eligible Students A Subset of Students who Receive Special Education Services IDEAIDEA NIMAS From the U.S. Department of Education Office of Special Education Programs Presentation NIMAS (RIM 2007) http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalArea,10, http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalArea,10,

11. NIMAS Journey in Florida

12. IEP Team Responsibilities Related to NIMAS Students with disabilities are to be provided access to the general curriculum with appropriate services, accommodations, aids and supports to make satisfactory education progress. Providing core instructional materials in an accessible format is an accommodation that may be considered by the IEP team. Students with disabilities are to be provided access to the general curriculum with appropriate services, accommodations, aids and supports to make satisfactory education progress. Providing core instructional materials in an accessible format is an accommodation that may be considered by the IEP team.

13. IEP Team Responsibilities The IEP team should examine information gained through evaluation, student progress monitoring, and diagnostic educational testing to determine if the student requires specialized formats. The IEP team should examine information gained through evaluation, student progress monitoring, and diagnostic educational testing to determine if the student requires specialized formats.

14. IEP Team Responsibilities According to the NIMAS TAP, the IEP Team must: Determine that a student is unable to read print material in a normal manner Ensure that the student is certified as print-disabled by a competent authority Determine specialized format appropriate for the student and specify in IEP According to the NIMAS TAP, the IEP Team must: Determine that a student is unable to read print material in a normal manner Ensure that the student is certified as print-disabled by a competent authority Determine specialized format appropriate for the student and specify in IEP

15. Determine if student is unable to read print material in a normal manner Learning Media Assessments Informal reading inventories Current levels of performance (IEP) Observations Work samples Medical diagnosis Learning Media Assessments Informal reading inventories Current levels of performance (IEP) Observations Work samples Medical diagnosis

17. Qualifying Information For student’s with reading disabilities Doctor of Medicine (competent authority) completes the *Physician Certification/Physician’s Role form Once received by the school the certifying professional fills out the *NIMAS Qualifying Information form For student’s with reading disabilities Doctor of Medicine (competent authority) completes the *Physician Certification/Physician’s Role form Once received by the school the certifying professional fills out the *NIMAS Qualifying Information form

18. Determine specialized format and specify on IEP Braille Audio Large print Digital text Braille Audio Large print Digital text

19. What to document on the IEP Specific format(s) to be provided (braille, audio, digital text, or large print) Services and/or assistive technology needed to use the specialized format Individual(s) responsible Use in other environments (i.e. home) to receive Free and Appropriate Public Education (FAPE) Specific format(s) to be provided (braille, audio, digital text, or large print) Services and/or assistive technology needed to use the specialized format Individual(s) responsible Use in other environments (i.e. home) to receive Free and Appropriate Public Education (FAPE)

20. Where to document… Evaluation information should be included in the student’s present level of academic achievement and performance. Types of specialized formats of core instructional materials the student requires may be listed in the accommodations section of the IEP and/or in the section addressing supplemental aids and services section. Evaluation information should be included in the student’s present level of academic achievement and performance. Types of specialized formats of core instructional materials the student requires may be listed in the accommodations section of the IEP and/or in the section addressing supplemental aids and services section.

21. If additional assistive technology and/or services are required to use the alternate formats of instructional materials, this may also be documented in the supplemental aids and services section of the IEP. If student requires instruction in the use of specialized/alternate formats and/or assistive technology, then an annual goal is needed. If additional assistive technology and/or services are required to use the alternate formats of instructional materials, this may also be documented in the supplemental aids and services section of the IEP. If student requires instruction in the use of specialized/alternate formats and/or assistive technology, then an annual goal is needed. Where to document…

22. After the IEP Meeting Compile a list of needed textbooks and core instructional materials and corresponding ISBN numbers – *ISBN Tips & Tricks –Get information directly from student’s textbooks –With this information schools can search the NIMAC inventory at http://nimac.privatereserve.com/Search.aspx to see if files are in the NIMAC http://nimac.privatereserve.com/Search.aspx Compile a list of needed textbooks and core instructional materials and corresponding ISBN numbers – *ISBN Tips & Tricks –Get information directly from student’s textbooks –With this information schools can search the NIMAC inventory at http://nimac.privatereserve.com/Search.aspx to see if files are in the NIMAC http://nimac.privatereserve.com/Search.aspx

23. After the IEP Meeting Gather all information regarding the book’s: ISBN Title Author(s) Copyright Date Publisher Alternate Format required Shipping Location Subject Grade level Alternate versions ISBN Title Author(s) Copyright Date Publisher Alternate Format required Shipping Location Subject Grade level Alternate versions *ISBN, or International Standard Book Number, is a unique numeric identifier. The ISBN has either 10 or 13 digits. A national edition of a textbook will have a different ISBN than a Florida Edition.

24. After the IEP Meeting Complete the *NIMAS Student Registration form Send information to district DRM to enter into the database District DRM receives acknowledgement from NIMAS/Florida that book order has been received and action is being taken. Complete the *NIMAS Student Registration form Send information to district DRM to enter into the database District DRM receives acknowledgement from NIMAS/Florida that book order has been received and action is being taken.

25. While Waiting, Ancillary Titles, or Older Copyrights Districts may need to: Read text aloud to students Create digital versions of text portions via scanning Record or enlarge portions of texts needed by students Transcribe text portions into braille and graphics to tactile graphics Districts may need to: Read text aloud to students Create digital versions of text portions via scanning Record or enlarge portions of texts needed by students Transcribe text portions into braille and graphics to tactile graphics

26. Check availability at –Bookshare http://www.bookshare.org/ –RFB&D http://www.rfbd.org/ Check other sources of online e- books such as Project Gutenberg, etc. Check availability at –Bookshare http://www.bookshare.org/ –RFB&D http://www.rfbd.org/ Check other sources of online e- books such as Project Gutenberg, etc. Other options to discuss with DRMs

27. Catalog of Florida State-Adopted Instructional Materials www.fldoe.org/bii/instruct_mat/catalog1.asp Florida State Book Depository www.fsdb.com/browse_search.asp www.fsdb.com/browse_search.asp Catalog of Florida State-Adopted Instructional Materials www.fldoe.org/bii/instruct_mat/catalog1.asp Florida State Book Depository www.fsdb.com/browse_search.asp www.fsdb.com/browse_search.asp Other options to discuss with DRMs

28. Contact publishers Contact publishers directly to request an accessible version of needed core instructional and supplemental materials Web based html version Locked/unlocked PDFs CD version Contact publishers directly to request an accessible version of needed core instructional and supplemental materials Web based html version Locked/unlocked PDFs CD version

29. Copyright NIMAS/FL, districts, schools, and student users are all bound by legal commitments to assure compliance with the exemption to copyright granted to students meeting the eligibility requirements under law. One file-one student NIMAS/FL, districts, schools, and student users are all bound by legal commitments to assure compliance with the exemption to copyright granted to students meeting the eligibility requirements under law. One file-one student

30. DRM NIMAS Responsibilities Register students and submit book requests using the web based system – NIMAS/Florida Gather complete and accurate information related to students and book titles, ISBNs, etc. Assure that files are managed appropriately with regard to IDEA and copyright laws Register students and submit book requests using the web based system – NIMAS/Florida Gather complete and accurate information related to students and book titles, ISBNs, etc. Assure that files are managed appropriately with regard to IDEA and copyright laws

31. School NIMAS Responsibilities Schools may establish a school NIMAS committee and appoint school ATCs With regard to student: –What alternate formats needed? –What supports/services/training are in place? What is needed? –Are students eligible? –Follow steps to obtain accessible instructional materials Schools may establish a school NIMAS committee and appoint school ATCs With regard to student: –What alternate formats needed? –What supports/services/training are in place? What is needed? –Are students eligible? –Follow steps to obtain accessible instructional materials

32. District NIMAS Responsibilities Establish a district NIMAS committee Appoint DRMs – up to 7/district Create district implementation plan with goals, objectives, and timelines Coordinate the provision of professional development and technical assistance for school-based staff Establish a district NIMAS committee Appoint DRMs – up to 7/district Create district implementation plan with goals, objectives, and timelines Coordinate the provision of professional development and technical assistance for school-based staff

33. State NIMAS Responsibilities Assign FIMC-VI as Authorized User Develop and distribute a NIMAS Technical Assistance Paper (TAP) - BEESS Design a Statewide NIMAS Implementation Plan Provide statewide professional development and support through FDLRS Tech Assign FIMC-VI as Authorized User Develop and distribute a NIMAS Technical Assistance Paper (TAP) - BEESS Design a Statewide NIMAS Implementation Plan Provide statewide professional development and support through FDLRS Tech

34. State NIMAS Resources FIMC-VI and NIMAS/Florida http://www.fimcvi.org/ Click on NIMAS/Florida icon FDLRS/Tech www.paec.org/fdlrstech/index.html www.paec.org/fdlrstech/index.html FIMC-VI and NIMAS/Florida http://www.fimcvi.org/ Click on NIMAS/Florida icon FDLRS/Tech www.paec.org/fdlrstech/index.html www.paec.org/fdlrstech/index.html

35. National NIMAS Resources NIMAC http://www.nimac.us/ Center for Applied Special Technology (CAST) http://aim.cast.org/ http://nimas.cast.org/ NIMAC http://www.nimac.us/ Center for Applied Special Technology (CAST) http://aim.cast.org/ http://nimas.cast.org/

36. Contact Information Suzanne Dalton, Supervisor, FIMC-VI, and NIMAS/Florida Authorized User sdalton@fimcvi.org or (800) 282-9193 or (813) 837-7826 sdalton@fimcvi.org David Davis, FDLRS Tech Coordinating Unit davisd@paec.org or (850) 638-6131 x2242 davisd@paec.org Suzanne Dalton, Supervisor, FIMC-VI, and NIMAS/Florida Authorized User sdalton@fimcvi.org or (800) 282-9193 or (813) 837-7826 sdalton@fimcvi.org David Davis, FDLRS Tech Coordinating Unit davisd@paec.org or (850) 638-6131 x2242 davisd@paec.org

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