1. The Digital Rights Manager
An Essential Role in
Complying with IDEA
& Supporting Student Success

2. Today’s Agenda Review AIM mandate
Review role of Digital Rights Manager
Clarify DRM responsibilities
Securing and storing required documentation
Requesting AIM from AIM Center
Managing distribution and recovery of AIM

3. IDEA makes it very clear that the curriculum needs to be accessible to ALL students…including those with print disabilities

4. We deliver content in ways that facilitate its uptake…
How do we ensure that students with print disabilities have access to text?
We deliver content in ways
that facilitate its uptake…
Translate materials
into formats other
than print
What do we typically do now?
Support use of
print with tools
and/or strategies

5. Audio Brailled material Translate materials into formats other
than print
Audio
Brailled
material

6. Support use of print with tools and/or strategies Larger print More
accessible
font
More white
space
on page
Text-
reading
software
Print
isolators
Reduced
distractions
on page
Colored
overlays

7. NOTE GUIDE: AIMing for Student Achievement
IDEA 2004 Final Regulations, Sec Accessible Instructional Materials
Provisions within the Individuals with Disabilities Education Improvement Act of 2004 require that textbooks and related core instructional materials be provided to students with print disabilities in specialized formats in a timely manner.
Joy Zabala (2007). Handout for presentation at Closing the Gap Conference. Minneapolis, MN. For more information, contact by to 7

8. New Provision in IDEA: Access to Instructional Materials
LEA must provide instructional materials to blind persons or other persons with print disabilities in a timely manner.
(Section )

9. New Provision in IDEA: Access to Instructional Materials
Nothing… relieves an LEA of its responsibility to ensure that children with disabilities who need instructional materials in accessible formats but are not included under the definition. . . receive those instructional materials in a timely manner.
(Section )

10. To whom
does this apply?

11. Students Who Struggle with Print Blindness Visual impairment
Physical disability
“organic basis”
Students Who
Struggle with Print

12.  IMPORTANT 
The provision of AIM is permitted ONLY to students who meet legal qualifications. In Delaware, we have two “flavors” of qualification. IEP teams determine each student’s qualification status.

13. Access Determination
Group B
Group A

14. Group A Qualification Group A
Blindness, defined as visual acuity (determined by a competent authority) of 20/200 or less in the better eye with correcting lenses, or whose widest diameter of visual field subtends an angular distance no greater than 20 degrees.
Visual disability (determined by a competent authority), with correction and regardless of optical measurement, that prevents that reading of standard print material.
Inability to read or to use standard printed materials as a result of physical limitations.
Reading disability (determined by a competent authority) resulting from organic dysfunction and of sufficient severity to prevent reading printed material in a normal manner.

15. Group A Certification Group A
For students who are blind, visually impaired, or have physical disabilities
doctors of medicine
doctors of osteopathy
ophthalmologists
optometrists
teachers of the visually impaired
special education teachers
physical therapists
For students with a reading disability having an organic basis
These individuals may consult with colleagues in associated disciplines

16. Group B Qualification Group B
A student qualifies for Group B when ALL of the following criteria are met:
The student has a print disability as determined by a neurologist, psychiatrist, learning disability specialist, special education teacher, or school or clinical psychologist with a background in learning disabilities.
The certifying staff member (or the student’s IEP team) determines that the student requires core instructional materials in accessible formats.
The need for AIM is documented in the IEP.

17. Why does the Group A/Group B distinction matter?
From an educational standpoint, it doesn’t matter. Student meeting either A or B criteria qualify for AIM in whichever formats are appropriate to their needs. It matters in Delaware, though, because it dictates the sources from which accessible content can be drawn.

18. In a world that we dream of…
IEP TEAM
Textbook Publisher
STUDENT
The preferred pathway to AIM is getting it directly from the publisher…but, for the most part, our country isn’t there yet. If the publisher doesn’t offer the material in the format needed by the student, it must be acquired through the AIM Center.

19. In the world in which we live…
AIM
DE AIM CENTER
DRM
IEP TEAM
Request for AIM
STUDENT

20. Why a centralized source?
Remove burden of materials acquisition and/or creation from the LEA
Ensure compliance with federal laws
Provide single point of entry for requests statewide
Gather statewide data on utilization and efficiency

21. The DRM acts as a “broker” between the IEP team
The AIM Center relies on Digital Rights Managers (DRMs) to verify student eligibility and ensure that the provision of AIM to qualifying students complies with all legal and ethical guidelines.
The DRM acts as a “broker” between the IEP team
and the Delaware AIM Center.

22. The DRM’s Role is… To ensure compliance with law
Only eligible students served
Documentation managed responsibly
As point person for securing AIM
Makes request via AIM website
Manages transmittal of a hard copy of book to the AIM Center
Receives AIM
Transfers AIM to teacher
Facilitates return of AIM from teacher

23. The DRM’s role is not… To figure out whether a student needs AIM
To figure out what type of AIM the student needs
To determine or provide the “delivery mechanism” for the AIM

24. DRM appointed by LEA leadership
Designees for individual schools or groups of schools
One person for entire LEA

25. A DRM should be… Comfortable with online ordering systems
Comfortable with digital storage systems
Highly organized
An effective communicator
Able to adhere consistently to specified procedures that protect the integrity of the process and compliance with the law

26. A DRM should have…
Convenient access to a consistent location to which/from which materials can be shipped
Convenient access to teachers on whose behalf the DRM will place orders for materials and receive materials shipped from the AIM Center
A computer with broadband access to both state systems and the internet
A local computer use account with rights to download internet materials and store large files on portable media
Access to a secured file cabinet for student eligibility documentation
Availability to attend occasional statewide meetings

27. DRM Designation and Certification Process
DRM(s) Selected
LEGEND
District
DOE
AIM Center
DRM
DRM Nomination Form completed/
sent to DOE
DRM Data entered into AIM Center database
On-line tutorial and test provided to DRM nominee
On-line content accessed
Certification test passed
DRM account activated
District access to AIM Center enabled

28. The DRM’s Role is… To ensure compliance with law
Only eligible students served
Documentation managed responsibly
As point person for securing AIM
Makes request via AIM website
Manages transmittal of a hard copy of book to the AIM Center
Receives AIM
Transfers AIM to teacher
Facilitates return of AIM from teacher

29. The DRM’s Role is… To ensure compliance with law
Only eligible students served
Documentation managed responsibly
As point person for securing AIM
Makes request via AIM website
Manages transmittal of a hard copy of book to the AIM Center
Receives AIM
Transfers AIM to teacher
Facilitates return of AIM from teacher

30. Provision of Accessible Instructional Materials for Students with Print Disabilities
Discuss suspected print disability and note indicators/evidence
Secure eligibility documents
Assess to verify print disability
Submit request to DRM with IEP & eligibility assurances
Enter request through AIM website
AIM sourced & produced
Assess to determine appropriate AIM format(s) for each curricular area
Secure teacher assurance re: adherence to terms of use
AIM transferred to DRM
LEGEND
Identify text materials needed in AIM format(s)
IEP Team
AIM Center
DRM
Determine nature of student eligibility for AIM (Group A/B)
Deliver AIM to student
Deliver AIM to teacher
Teacher
Retrieve AIM from student at end of course
Return AIM to DRM
Return AIM to AIM Center
Return AIM to inventory

31. noting print disability and
Eligible Students
Students with IEPs
noting print disability and
need for AIM
Group A
Group B

32. Other forms will be kept there as well.
Documentation
Group A/B form completed
AIM Request Form verifies IEP inclusion
These forms are never sent to the AIM Center. DRMs verify that they exist, so create a folder to hold each student’s documentation.
Other forms will be kept there as well.

33. The DRM’s Role is… To ensure compliance with law
Only eligible students served
Documentation managed responsibly
As point person for securing AIM
Makes request via AIM website
Manages transmittal of a hard copy of book to the AIM Center
Receives AIM
Transfers AIM to teacher
Facilitates return of AIM from teacher

34. The DRM’s Role is… To ensure compliance with law
Only eligible students served
Documentation managed responsibly
As point person for securing AIM
Makes request via AIM website
Manages transmittal of a hard copy of book to the AIM Center
Receives AIM
Transfers AIM to teacher
Facilitates return of AIM from teacher

35. Provision of Accessible Instructional Materials for Students with Print Disabilities
Discuss suspected print disability and note indicators/evidence
Secure eligibility documents
Assess to verify print disability
Submit request to DRM with IEP & eligibility assurances
Enter request through AIM website
AIM sourced & produced
Assess to determine appropriate AIM format(s) for each curricular area
Secure teacher assurance re: adherence to terms of use
AIM transferred to DRM
LEGEND
Identify text materials needed in AIM format(s)
IEP Team
AIM Center
DRM
Determine nature of student eligibility for AIM (Group A/B)
Deliver AIM to student
Deliver AIM to teacher
Teacher
Retrieve AIM from student at end of course
Return AIM to DRM
Return AIM to AIM Center
Return AIM to inventory

36. Keep this form in the student’s folder.
AIM Request Form
Sent from a representative of the student’s team
Specifies material needed and format requested
Contains all info DRM needs to place an order with the AIM Center
Keep this form in the student’s folder.

37. aimdelaware.org

53. In conjunction with placing the order…
Send a hard copy of the book to the AIM Center
By U.S. Mail
Delaware AIM Center 314 E. Main Street, Suite 1 Newark, DE 19711
By State Mail
State Mail Drop N420 University of Delaware Center for Disabilities Studies
It will be returned, but not always in the same form.

55. Provision of Accessible Instructional Materials for Students with Print Disabilities
Discuss suspected print disability and note indicators/evidence
Secure eligibility documents
Assess to verify print disability
Submit request to DRM with IEP & eligibility assurances
Enter request through AIM website
AIM sourced & produced
Assess to determine appropriate AIM format(s) for each curricular area
Secure teacher assurance re: adherence to terms of use
AIM transferred to DRM
LEGEND
Identify text materials needed in AIM format(s)
IEP Team
AIM Center
DRM
Determine nature of student eligibility for AIM (Group A/B)
Deliver AIM to student
Deliver AIM to teacher
Teacher
Retrieve AIM from student at end of course
Return AIM to DRM
Return AIM to AIM Center
Return AIM to inventory

56. Hand-off of AIM to Teacher
AIM Center sends materials to DRM with two important forms enclosed
Assurances/AIM Delivery Receipt
AIM Return Documentation
DRM needs to secure assurance that teacher will follow all required terms and conditions
Keep signed assurances in student folder.

57. Provision of Accessible Instructional Materials for Students with Print Disabilities
Discuss suspected print disability and note indicators/evidence
Secure eligibility documents
Assess to verify print disability
Submit request to DRM with IEP & eligibility assurances
Enter request through AIM website
AIM sourced & produced
Assess to determine appropriate AIM format(s) for each curricular area
Secure teacher assurance re: adherence to terms of use
AIM transferred to DRM
LEGEND
Identify text materials needed in AIM format(s)
IEP Team
AIM Center
DRM
Determine nature of student eligibility for AIM (Group A/B)
Deliver AIM to student
Deliver AIM to teacher
Teacher
Retrieve AIM from student at end of course
Return AIM to DRM
Return AIM to AIM Center
Return AIM to inventory

58. Recovery of AIM from Teacher
DRM responsible for ensuring that materials are returned to the AIM Center at the end of the specified period or—if digital—responsibly deleted from all delivery tools.
Complete return documentation
AIM Center will issue a receipt
Keep copy of return documentation and receipt in student folder.

59. Today’s Agenda Review AIM mandate
Review role of Digital Rights Manager
Clarify DRM responsibilities
Securing and storing required documentation
Requesting AIM from AIM Center
Managing distribution and recovery of AIM
MISSION
ACCOMPLISHED!

60. For questions about…
Contact…
Placing orders, status of orders,
transmission of materials
Delaware AIM Center 314 E. Main Street, Suite 1 Newark, DE 19711
Phone: (302) Fax: (302)
aimdelaware.org/contact
Training, consultation, and technical assistance for LEAs, students, and families
Beth Mineo
Center for Disabilities Studies
461 Wyoming Road
Newark, DE 19716
Phone: (302)
Fax: (302)
DOE policies & procedures, Digital Rights Managers
Sarah Celestin, DE Department of Education
Exceptional Children Resources
Teaching and Learning Branch
Delaware Department of Education
401 Federal Street, Suite #2
Dover, DE
Phone: (302)
Fax: (302)

61. Provision of Accessible Instructional Materials for Students with Print Disabilities
Discuss suspected print disability and note indicators/evidence
Secure eligibility documents
Assess to verify print disability
Submit request to DRM with IEP & eligibility assurances
Enter request through AIM website
AIM sourced & produced
Assess to determine appropriate AIM format(s) for each curricular area
Secure teacher assurance re: adherence to terms of use
AIM transferred to DRM
LEGEND
Identify text materials needed in AIM format(s)
IEP Team
AIM Center
DRM
Determine nature of student eligibility for AIM (Group A/B)
Deliver AIM to student
Deliver AIM to teacher
Teacher
Retrieve AIM from student at end of course
Return AIM to DRM
Return AIM to AIM Center
Return AIM to inventory