1. What’s Next for … NIMAS, NIMAC, and AIM? January 23, 2014 Suzanne A. Dalton NIMAS/Florida (813) 837-7826 Sdalton@fimcvi.org

2. Quick Review: NIMAS, NIMAC, & AIM NIMAS -- Is defined in Section 300.172, Final Regulations of IDEA 2004, which require that state and local education agencies ensure that textbooks and related core instructional materials are provided to students with print disabilities in specialized formats in a timely manner.

3. Review: NIMAS, NIMAC, and AIM NIMAS is an acronym for National Instructional Materials Accessibility Standard. Publishers use this standard when adapting files which are placed in NIMAC. NIMAC is an acronym for National Instructional Materials Accessibility Center.

4. Review: NIMAS, NIMAC, and AIM NIMAC -- is the national repository of NIMAS- compliant files that are created by publishers and deposited when required by SEA (or LEA) purchasers. As a state-adoption entity, Florida’s contract requires that publishers place those files in NIMAC by April 1 preceding the subsequent school year!

6. Questions? Questions about accessing NIMAS/Florida database? o Do you have questions concerning your password? o Are you familiar when you need to register a student and why? o Are you familiar with when you need to order instructional materials using the database?

7. Review: NIMAS, NIMAC, and AIM Accessible Instructional Materials (AIM) are materials that are designed or converted in a way that makes them usable across the widest range of student variability regardless of format (print, digital, graphical, audio, video).

8. Review: NIMAS, NIMAC, and AIM The Individuals with Disabilities Education Act (IDEA) specifically focuses on accessible formats of print instructional materials. In relation to IDEA, the term AIM refers to print instructional materials that have been transformed into the specialized formats of braille, large print, audio, or digital text.  Remember this point as we address the future of instructional materials.

9. Numerous Sources of AIM There are multiple sources for acquiring instructional materials for students needing (AIM) … but all sources cannot be used for used all students.

10. Numerous Sources for AIM... NIMAS/NIMAC – materials created from NIMAS- source files stored in NIMAC. Students must meet copyright criteria (see slide titled “Who Can Access Files located at NIMAC”) and students must be served under IDEA. Accessible Media Producers (AMPs) – Use of materials are constrained by copyright restrictions. Examples: Bookshare, Learning Ally, American Printing House for the Blind (APH), etc. (continued next page)

11. Numerous Sources for AIM, cont... Locally produced – may have constraints and certainly require significant human resources Free sources – No limitations, but may not be the same as used by others Commercial sources – purchase for anyone, use with anyone!!!

12. IEP Considerations Is student unable to read standard print material effectively due to the disability? Are standard print materials not accessible? What are specific format(s), features, and accommodations needed? What are assistive technologies, related services needed?

13. IEP Considerations, cont. Is the student eligibility for NIMAS/Florida services? Are the materials needed in the home or another setting in addition to the classroom? Who is responsible for assessment? Who is responsible for implementation?

14. The Real Question … Where do IEP Teams and/or teachers in your district get the information needed to determine that Accessible Instructional Materials (AIM) are necessary for their students?

15. Audience Participation Opportunity … Do you know anyone like this in your District(s)?? Where do IEP Teams and teachers get the information?

16. Sources of Information Informal Reading Inventories Current Levels of Performance on statewide assessments or district-developed and/or district-administered tests Medical Diagnosis Language Assessments ESOL Tests Learning Media Assessments Share out other sources …

17. More Real Questions … Is AIM being addressed during the majority IEP discussions in your district? Do the IEP Teams and/or teachers across your district have a systematic method of addressing AIM? What is the involvement of IEP Team members and/or teachers related to the implementation of Florida Standards (Common Core State Standards)?

18. Florida Standards This year, many districts have selected/purchased new instructional materials that assimilate the Florida Standards (Common Core). Are IEP Teams and/or teachers using CPALMS? CPALMS - is an online toolbox of information, vetted resources, and interactive tools that helps Florida’s educators effectively implement teaching standards.

19. CPALMS CPALMS supports the implementation of Florida Standards by providing thousands of instructional/educational resources that have been vetted by teachers and subject area experts for content, presentation, accuracy, and alignment to these standards. http://www.cpalms.org/Public/

20. Access Points on CPALMS Click “Standards” box across top Click “Access Points and Core Content Connectors” Choose subject area; then grade level Will highlight actual standards Click “More information” … “Related Resources” including Lesson Plans, “Student Resources” and “Parent Resources”

21. Acronyms Where does RtI, UDL, AT, AIM, and NIMAS fit into in these new curricular materials that are based upon the Florida Standards? What can we do to ensure that addressing AIM is not only more automatic but also more integrated? Another valuable resource … The AIM Navigator.

22. The AIM Navigator Use of The AIM Navigator can assist IEP Teams and/or teachers by providing guidance for these four (4) major decisions:  Establish Need for AIM in accessible formats  Select Formats/Features needed by student  Establish steps to Acquire needed formats  Determine Supports needed for effective use

23. The AIM Navigator, cont. The AIM Navigator - the online, interactive tool assists with decision-making includes guiding questions;  provides instant feedback;  has build-in scaffolded supports;  extensive references and resources;  Student Summary and To-Do List.

24. The AIM Navigator, cont. IEP Teams and teachers may need to be reminded of The AIM Navigator as a resource! Link to : The AIM Navigator http://aim.cast.org/navigator/page/lStart;jsessio nid=05D147ACF52E3011400ACA07E1DACDA7

25. Meeting the Needs of All Students Universal Design for Learning Flexible Digital Materials All Students Accessible Materials - AIM Accessible Formats All SWD NIMAS/Florida Specialized Formats SWD w/ Print Disability

26. Flexible digital materials benefit ALL students!

27. What Next? Be aware of 1006.283 Sets up a new process by which districts or consortia can review and adopt their own instructional materials. Districts must certify to FDOE that instructional materials for core courses used by the district are aligned with all applicable state standards.

28. More Information on Statute 1006.40(3)(a) By 2015-2016, each district shall use at least 50 percent of the annual instructional materials allocation for the purchase of digital or electronic instructional materials that align with state standards included on the state-adopted list.

29. Detailed Explanation The district contacts on implementation of new statutes related to instructional materials rest with the district instructional materials coordinators. More reading related to the statutes can be found on the FDOE website at: http://www.fldoe.org/bii/instruct_mat/pdf/ims. pdf

30. Something to consider … Publishers must place electronic files of state- adopted print textbooks in NIMAC if these textbooks are provided to states in hard copy print. Currently, there is no requirement in IDEA for publishers to place electronic files of state- adopted titles if such materials are provided in online version exclusively.

31. Digital Equity How do I know when digital and electronic Instructional materials are accessible? o Developed by David Davis, Flexible Digital Instructional Materials’ document includes some excellent considerations … o Presentation Features o Navigation Features o Study Tools o Assistive Technology Supports

32. ITRATT It is apparent that we must be... “In the Room and At the Table” (ITRATT) at the district level to ensure that electronic and digital instructional materials are accessible to all students. Let’s begin by asking questions.

33. FDOE Resources AIM/AT/UDL Implementation Plan http://www.tlc-mtss.com/assets/aim-at-udl- implementation-plan-2013-2014.pdf CPALMS http://www.cpalms.org/Public/ Accessible Instructional Materials (AIM) TAP http://info.fldoe.org/docushare/dsweb/Get/Document- 5764/dps-2010-70.pdf

34. FDOE Resources, cont. National Instructional Materials Accessibility Standard (NIMAS) TAP http://info.fldoe.org/docushare/dsweb/Get/Doc ument-5424/dps-2009-084.pdf Assistive Technology TAP http://info.fldoe.org/docushare/dsweb/Get/Doc ument-6801/dps-2013-65.pdf Technology & Learning Connections http://www.tlc-mtss.com/resources.html

35. Additional Reading on Accessible Digital and Electronic Materials http://aim.cast.org Home of the National Center on Accessible Instructional Materials (AIM) http://aim.cast.org/learn/practice/palm/best_ practices http://aim.cast.org/learn/practice/palm/best_ practices Includes draft language of Accessible Digital Learning Materials-Publishers/Developers Best Practices Guidelines; May 2013

36. Additional Reading on Accessible Digital and Electronic Materials, cont. http://aim.cast.org/sites/aim.cast.org/files/AI MforDigitalEquity8.13.12.pdf http://aim.cast.org/sites/aim.cast.org/files/AI MforDigitalEquity8.13.12.pdf Article: AIM for Digital Equity, May 2012 http://aim.cast.org/learn/practice/palm/contr act_language http://aim.cast.org/learn/practice/palm/contr act_language Includes draft language for purchasing agents, July 2013