aem.cast.org Welcome to the September 17, 201 AIM webinar Making a Measurable Difference with Accessible Instructional Educational Materials 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.

aem.cast.org Making a Measurable Difference with Accessible Educational Materials Joy Zabala, Ed.D Director of Technical Assistance National AEM Center AND CAST

aem.cast.org Questions and Comments Don’t be shy! The only “foolish question” is the one that is not asked. 2

aem.cast.org Agenda Brief overview of AEM and data collection Evaluation of AEM systems Impact of AEM on student outcomes Potential measures connected to independence, participation, and progress

aem.cast.org Overview of AEM and Data Collection

aem.cast.org What are AEM? AEM (accessible educational 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 AEM refers to print instructional materials that have been transformed into the specialized formats of braille, large print, audio, or digital text. 5

aem.cast.org Why Provide AEM? Provisions in the final regulations of IDEA 2004 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. §

aem.cast.org Why Provide AEM? “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

aem.cast.org Don’t 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) 8

aem.cast.org Why Collect Data on AEM? How many students in our state/district are receiving AEM? What kinds of disabilities do they have? Do our students receive the AEM they need at the time they need them for learning? How can we improve our AEM system? What is the relationship between AEM and other initiatives? Is AEM making a difference for our students who receive them? 9

aem.cast.org Two Purposes for Data Collection Category 1 Evaluation of the system used for providing AEM Category 2 Evaluation of the impact of AEM on student outcomes

aem.cast.org Data Category 1: Evaluation of AEM Systems

aem.cast.org AEM Quality Indicators 5 and 6… and their Critical Components quality-indicators.html A good place to start!

aem.cast.org 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.

aem.cast.org Critical Components for QI-5 Strategies for collecting data on all aspects of the system that include, but are not limited to: 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

aem.cast.org 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.

aem.cast.org Critical Components for QI-6 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

aem.cast.org Considerations Related to QI-6 What kinds of data could be included? Whether student receives AEM Whether student falls under copyright exemption (disability category) What are the benefits? Number of students receiving AEM across school/district/state Disaggregation of AEM data by disability category, free/reduced lunch status, racial/ethnic group

aem.cast.org Incorporation of AEM Prompts into the IEP Questions/prompts about AEM could be added to the IEP: Can the student use the instructional materials used by other students in the same format? Does the student require AEM? Does the student fall under a copyright exemption? Which disability category classification? For which subjects will the student receive AEM? What are the specific texts and specialized formats that will be provided?

aem.cast.org AEM-Related Components of the IEP Present LevelsConsider whether the student is able to access and derive meaning from instructional materials. Annual GoalsConsider how AEM 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 AEM and how AEM can help the student be involved and progress in the general education curriculum. Special FactorsConsider AEM 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 AEM.

aem.cast.org Connecting AEM to SPP/APR 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. l

aem.cast.org State Systemic Improvement Plan (SSIP) and AEM Shift in emphasis of the U.S. Department of Education from compliance to results. Relationship between AEM and performance on various indicators

aem.cast.org Indicators with a Connection to AEM Graduation Rate Dropout Rate Assessment Suspension/Expulsion LRE Parent Involvement Secondary Transition

aem.cast.org Data Category 2: Impact of AEM on Student Outcomes

aem.cast.org What kinds of outcomes data should we be collecting? How can we display the data in ways to help inform subsequent instruction? How is the information being disseminated? What collaborations are in place and should others be initiated? Questions to think about

aem.cast.org Cycle of Access, Involvement, and Progress in the General Education Curriculum (IDEA 1997)

aem.cast.org Connection to AEM AccessIndependence InvolvementParticipation ProgressAcademic and Social Progress toward College and Career Readiness

aem.cast.org Why It’s Difficult to Collect AEM-Related Outcomes Data Difficult to show cause and effect Difficult to parse out impact of contextual factors (e.g., teaching and environment) May take a long time to see actual change; providing AEM, by itself, may not result in immediate change Changes may occur in areas that are difficult to measure (e.g., student’s confidence as a learner)

aem.cast.org Some Initial Thoughts about AEM-related Outcomes Data (1)Progress Monitoring (Ideal) Document trajectory of student performance over time (data points can be depicted in a line graph). Use existing, validated measures – e.g., scales of reading comprehension, content knowledge acquisition, self-confidence, motivation to learn, etc. Draft a new rubric to measure various indicators. Empower teachers, students and families by helping them monitor ongoing progress.

aem.cast.org Other Ideas for AEM-related Outcomes Data (2) Survey of Teacher Perspectives on Impact Administered once or several times (comparing results). Shows perspectives on AEM in relation to one child or multiple children. Helps capture context associated with teaching and classroom environment. Can be used as a self-reflection tool to help the teacher improve subsequent instruction.

aem.cast.org Other Ideas for AEM-related Outcomes Data (3) Survey of Student and/or Family Perspectives Administered once or several times to measure change. Captures views of stakeholders with greatest investment. Helps build self-awareness among students. (4) Classroom Observations Rubric to observe how students are interacting with AEM and participating in class. Captures context of classroom environment. May be particularly effective in documenting changes over time.

aem.cast.org Potential Measures Connected to Change Over Time Independence Participation Progress

aem.cast.org Independence… Student’s ability to use AEM and accessible technology independently When using AEM, does the student need: A great deal of assistance Some assistance No assistance or very little assistance

aem.cast.org Independence… Student’s ability to complete assignments/activities independently In completing assignments/activities, does the student demonstrate: No change or very little change in independence Some improvement in independence Substantial improvement in independence

aem.cast.org Participation… Student’s ability to stay focused and remain on task Does the student demonstrate: No change at all or very little change Some improvement Substantial improvement Student’s active participation in class discussions Student’s demonstration of understanding of what he/she is reading Student’s interest in what he/she is learning

aem.cast.org Progress… Student’s grades, performance on assessments, behavior Does the student demonstrate: No change at all or very little change Some improvement Substantial improvement Student’s attitude toward school or self-confidence as a learner Student’s active participation in the transition planning process

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aem.cast.org Join us on September 29th! Acquiring Accessible Digital Materials: What to Look For! What to Ask For! Tuesday, September 29, :00-3:00 EDT 37

aem.cast.org We’re always just a fingertip away! Joy Zabala AEM Team

aem.cast.org 1-Minute Evaluation Thank you for joining us! Please take a few moments to complete a brief survey, which is intended to gather information about the quality, relevance, and usefulness of the webinar you just attended. Your responses are completely confidential.