Welcome to Making a Measurable Difference with Accessible Instructional Materials April 1, 2014 Introductions: In the chat text box on the lower right of the Adobe Connect screen, please enter your name, state and primary role which interested you in attending this webinar (for example, parent, parent center, educator, etc). Also use the chat box for questions, comments, etc during the webinar. Audio Information: Audio for this webinar is available via phone bridge and via VOIP on the computer in “listen only” mode. When the audio is started by the leader (about 10 minutes before the hour), you will be prompted to choose how to connect. NOTE: If you are not prompted by 5 minutes before the hour, call in to and enter Conference ID If you elect to use the telephone dial-in or call back option for audio, PLEASE ENSURE THAT YOUR PHONE IS MUTED AND THAT THE AUDIO ON YOUR COMPUTER IS ALSO MUTED. If you elect to listen on the computer, PLEASE DO NOT DIAL IN ON THE TELEPHONE because your computer sound will be heard by everyone else on the telephone. If you have technical difficulty, please Ms. Hendricks at

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Making a Measurable Difference with Accessible Instructional Materials Joy Zabala, Joanne Karger and Valerie Hendricks National Center on Accessible Instructional Materials

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

Why Collect Data on AIM?

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?

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. § Why Provide AIM?

“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

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)

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

What data should be collected?

Data Category 1: Determining the effectiveness of the coordinated system for timely provision of AIM

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.

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

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)

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

Data Category 2: Determining the Impact of AIM on Student Outcomes

Cycle of Access, Involvement, and Progress in the General Education Curriculum (IDEA) (1) Access Perceive information in the curriculum (2) Involvement Participate in the curriculum (3) Progress Make progress in the curriculum

AccessIndependence InvolvementParticipation ProgressAchievement Connection to AIM

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

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

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

QI-5 in SOS: Type of Data Being Collected Response Options (Select all that Apply) 2012 All States n=51 Percent (#) 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 AIM 39% (20) Data about whether specialized formats are supporting appropriate instruction 20% (10) Data about changes in achievement for students who have AIM 10% (5)

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).

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

What other connections should be made?

Components of the IEP that Relate to AIM Present LevelsConsider whether the student is able to access and derive meaning from instructional materials. Annual GoalsConsider 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 FactorsConsider 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.

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. x.html

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

How will the data be used?

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.

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

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

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)

How are some states collecting data on their AIM system?

Questions and Comments

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