http://aim.cast.org welcome to making a measurable difference with accessible instructional...
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Welcome to Making a Measurable Difference with Accessible Instructional Materials
April 1, 2014
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Making a Measurable Difference with Accessible Instructional Materials
Joy Zabala, Joanne Karger and Valerie HendricksNational Center on Accessible Instructional Materials
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Agenda
• Why collect data on AIM?
• What data should be collected?
• What other connections should be made?
• How will the data be used?
• Reflections from the field
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Why Collect Data on AIM?
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• AIM (accessible instructional materials) 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).
• 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.
What are AIM?
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IDEA regulations require state and local education agencies to ensure that accessible formats of textbooks and related core instructional materials are provided to students with disabilities who need such materials in a timely manner.
34 C.F.R. § 300.172
Why Provide AIM?
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“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. 46618
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Let’s Not Forget Section 504…
•Prohibits discriminatory actions that deny comparable aids, benefits, and services.
•Requires aids, benefits, and services to be “equally effective” – must provide “an equal opportunity to obtain the same result, to gain the same benefit, or to reach the same level of achievement….”
34 C.F.R. § 104.4(b)
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Two Purposes of Data Collection
Category 1
To determine and improve the
effectiveness of a coordinated system for timely provision of AIM
Category 2
To determine and improve the impact of
AIM on student outcomes
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What data should be collected?
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Data Category 1:
Determining the effectiveness of the coordinated system for timely provision of AIM
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Quality Indicator 5: The education agency develops and implements a systematic process to monitor and evaluate the equitable, timely provision of appropriate, high-quality materials in specialized formats.
Intent: Data are collected that measure the degree to which instructional materials in specialized formats are 1) provided to students with all types of disabilities in an equitable manner, 2) provided at the same time as print formats and 3) of quality sufficient to support appropriate instruction and achievement.
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Data on all aspects of the system:
• Timely identification of students• Students served• Disability categories served• Formats provided• Sources used
o Timely delivery o Quality of materials (e.g., accuracy of coding and content,
usability)
• Compliance with copyright in the management and use of digital materials
Critical Component for QI-5
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Critical Components of QI-5
Collaborations that are important to a system for monitoring and evaluating all aspects of AIM:
o Internal (e.g., SEA and LEA administrators, SEA and LEA staff supporting information management systems, technology, educators, families)
o External (e.g., NIMAC, accessible media producers, publishers, other providers of materials, content management system developers)
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Exemplar of Potential Data to Request from ALL Providers within a State’s Coordinated System
• Organization name• Number of students using the service• Disability Types of students served by provider • Number of people able to access the system (e.g. sponsors,
authorized users, instructional materials coordinators)• Students registered through institutional accounts who have
individual accounts and have downloaded books)• Number of actual ISDN #’s provided• Number of books provided to students with IEPs• Number of books downloaded for students with 504 Plans• Disability Types of students served by provider
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Data Category 2:Determining the Impact of AIM on
Student Outcomes
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Cycle of Access, Involvement, and Progress in the General Education Curriculum (IDEA)
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Access Independence
Involvement Participation
Progress Achievement
Connection to AIM
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Independence
Student’s ability to use AIM independently
When using AIM, the student needs: •A great deal of assistance •Some assistance•No assistance or very little assistance
Student’s ability to complete assignments/activities independently
When completing assignments/activities, the student demonstrates:• No change or very little change in independence• Some improvement in independence• Substantial improvement in independence
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Participation
Since using AIM, the student has demonstrated:
• No change at all or very little change
• Some improvement
• Substantial improvement
•Student’s active participation in class discussions
•Student’s ability to stay focused and remain on task
•Student’s demonstration of understanding of what he/she is reading
•Student’s interest in what he/she is learning
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Achievement
Since using AIM, the student has demonstrated:
• No change at all or very little change
• Some improvement
• Substantial improvement
•Student’s grades, performance on assessments, behavior
•Student’s attitude toward school or self-confidence as a learner
•Student’s active participation in the transition planning process
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QI-5 in SOS: Type of Data Being CollectedResponse Options
(Select all that Apply)
2012 All States
n=51Percent (#)
Data are not currently collected on AIM 29% (15)
Data about the number of students who receive AIM 57% (29)
Data about the disability categories of students who receive AIM 39% (20)
Data about sources used to acquire AIM39% (20)
Data about whether specialized formats are supporting appropriate instruction 20% (10)
Data about changes in achievement for students who have AIM 10% (5)
http://aim.cast.org/learn/policy/stateresources/statestatus2012
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Why It’s Difficult to Collect Data on the Impact of AIM on Student Outcomes
• Not possible to show direct cause and effect.
• Difficult to parse out impact of contextual factors (e.g., teaching, environment).
• May take a long time to see actual change; providing AIM, by themselves, seldom results in immediate change.
• Changes may occur in outcome areas that are difficult to measure (e.g., student’s confidence as a learner).
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Potential Strategies for Collecting Impact Data Related to AIM
• Progress Monitoring
• Correlations with students outcomes
• Survey of teacher perspectives
• Survey of family/student perspectives
• Classroom observations
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What other connections should be made?
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Components of the IEP that Relate to AIM
Present Levels Consider whether the student is able to access and derive meaning from instructional materials.
Annual Goals Consider how AIM can help the student reach his/her IEP goals in order to be involved and progress in the general education curriculum.
Special Education & Related Services, Supplementary Aids & Services, Program Modifications, and Supports
Consider the supports that will help the student use AIM and how AIM can help the student be involved and progress in the general education curriculum.
Special Factors Consider AIM in relation to assistive technology (AT) and braille instruction for students who are blind or have visual impairments.
Transition Services and Postsecondary Goals
Consider how the student will learn how to advocate for his/her own needs in relation to AIM.
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Connecting AIM to SPP/APR Indicators
•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.
•http://www.ed.gov/fund/data/report/idea/partbspap/index.html
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Indicators with a Connection to AIM
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
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How will the data be used?
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Quality Indicator 6: The education agency uses data to guide changes that support continuous improvement in the selection, acquisition, and use of accessible instructional materials.
Intent: Data are systematically analyzed to gauge effectiveness of current practice and are used to inform actions needed to improve
future practice.
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A specific plan for analyzing and using the data, including, but not limited to:
• Purpose for which the data will be used• Audiences with whom the data will be shared• Strategies for both quantitative and qualitative analysis• Strategies that protect individual student identities• Timeline for periodic review of data• Timeline for implementation of data driven decisions
Critical Component for QI-6
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Critical Components of QI-6
Participation in analysis of data by various stakeholders (e.g., educators, families)
Multiple means for dissemination to targeted audiences
Strategies for cross-referencing data on timely delivery of high-quality accessible formats with data on student independence, participation, and achievement
Strategies for cross-referencing AIM data with student information management systems to determine equity in the provision of AIM
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Critical Components of QI-6
Collaborations that are important to using data to inform changes in AIM provision:
o Internal (e.g., SEA and LEA leaders, educators, practitioners, families)
o External (e.g., national organizations, family organizations, advocacy groups, SEAs, LEAs)
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How are some states collecting data on their AIM system?
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Questions and Comments
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Thank you for joining us!
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