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Transcript of [email protected] Ensuring Access: What district leaders need to know about AIM in Louisiana...
Ensuring Access:What district leaders need to know about
AIM in Louisiana Curriculum
Presented by:
Donna BroussardLouisiana Department of Education
Baton Rouge, LouisianaAugust, 2010
Louisianaschools.net
District AIM Leadership•Superintendent Approval•Who
•Administrator•Competent Authority•Contact
•Responsibilities•Verification of eligibility•Coordination/collaboration•Procedures•Communication•Professional Development•Plan evaluation
Background Knowledge
•What you’ll hear…•Legal issues and responsibilities for LEAs•Definitions, terms, and acronyms•Students eligible•How to make appropriate decisions•Tools that support or produce alternate formats•How to acquire AIM•How to set up district processes to ensure the provision of AIM
Terms to Know
Why AIM? Goal:Ensuring Access and Progress for All
Strategy: Careful and integrated planning that results in the emergence of a general education curriculum that anticipates students' difficulties and greatly reduces the need for retrofitting.
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Recommendation for Creating A World-Class
System of Education
Barrett, Gamm, Gloeckler and Hehir, 2009
Support universal design for learning (UDL) across all grades.
What is Universal Design for Learning (UDL)?
UDL is an educational approach to teaching, learning, and assessment, drawing on brain research and new media technologies to respond to individual learner differences.
Universal design (UD) is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.
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Multiple means of Representation ControlMotivation Apply to entire curriculum
GoalsMethodsMaterials
How do we apply UDL to curriculum?
http://lessonbuilder.cast.org/window.php?src=videos
UDL Process
Reference: CAST www.cast.orgCast Curriculum Barriers Tutorial
Assistive Technology Device
• Any item, piece of equipment, or system, whether acquired commercially, modified, or customized, that is commonly used to increase, maintain, or improve functional capabilities of individuals with disabilities (IDEA §300.5 ).
• AIM is AT
Part II:Understanding Accessible
Instructional Materials (AIM)
What are Accessible Instructional Materials ?
• Specialized formats of the standard print-based core materials
• Used for students with disabilities who are unable to access print-based materials
Comparing UDL, AT and AIM
UDL• All learners• Adapts the
curriculum • Focused on outcomes• Systemic
responsibility: design, planning, purchasing and implementation
• Built in
AT/AIM• SWD• Adapts the child’s
access method to curriculum
• Focused on function• Responsibility of
student’s team• Retro-fit
AIM in LA Policy
The Individuals with Disabilities Education Improvement Act of 2004 requires that textbooks and related core instructional materials be provided to students with print disabilities as defined in 34 CFR 300.172(e)(1)(i) in specialized formats in a timely manner (Section 300.172).
The Louisiana State Textbook Adoption Policy and Procedural Manual requires that LEAs shall ensure that children with disabilities who need instructional materials in accessible formats receive those instructional materials in a timely manner (LA Title 28, Part XXXII. Bulletin 1794).
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What are “core instructional materials”?
IDEA• Written and published primarily for use in
elementary and secondary school instruction• Required by state education agency or local
education agency for use by students in the classroom
LouisianaTextbook―any medium or material (print or non-print), book, or electronic medium that constitutes the principal source for teaching and learning in a specified subject area. A textbook shall be a systematically organized core of stand alone instructional materials … designed to support the teaching and learning of a curriculum based on the Grade-Level Expectations or state curricular guides. These materials shall be limited to instructional materials (see definition herein).
Instructional Materials―limited to items having intellectual content that by design assist in the instruction of a subject or course.
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What is a “print disability”?
• Term identified under the Chaffee Amendment (H.R. 3754,1966) to the Copyright Law (1931)
• Referenced as part of the criteria for eligibility to copyright exemptions for the duplication of “core instructional materials” in specialized formats
• Not an IDEA disability category of eligibility for IDEA services
Who are students with print disabilities?
• Students who have been certified by a competent authority as unable to read printed materials because of:– A visual impairment or blindness– Physical limitations– An organic dysfunction
• Not all students with reading difficulties meet the criteria for “print disabilities” under the Chaffee Amendment
What are specialized formats?
IDEA Specialized Formats•Enlarged print•Braille •Audio •Digital
Why are they needed? •Support for students who are unable to read printed text•Makes use of assistive technology tools possible
Where do I get them?•Order•NIMAC•Create•Public domain
What are NIMAS and NIMAC?
• NIMAS is the standard established by the secretary (of education) to be used by publishers in the preparation of electronic files suitable and used solely for efficient conversion into specialized formats for students with print disabilities
• NIMAC is a national repository (library) for NIMAS files
What’s the difference?AIM
Refers to all specialized formats: braille, audio, large print, and digital
May or may not be a NIMAS file set
Must be provided if requiredEligibility based on need
determined by the IEP team
NIMASRefers to electronic filesA standard, uniform criteria to
expedite the conversion of print into specialized formats
Based on DAISY (DAISY XML)Strict eligibility criteria per IDEAAvailable from the NIMACDownloading rights for state’s
Authorized User (AU)
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What is meant by “timely manner”?
• AT the same time as non-disabled peers• Bulletin 1794―State Textbook Adoption Policy
and Procedure Manual, Chapter 3§301
LA Action on AIM and NIMAS
• AIM Consortium• AIM on the IEP• AIM website• AIM PD• AIM ordering
process• AIM Decision Making
Guidelines
• NIMAS Coordinator and Authorized User
• Bulletin 1794―State Textbook Adoption Policy and Procedure Manual (LAC28:XXXIII.301, 303, 319, 503, 723, and 2001)
Local Education Agencies must
• “Adopt the NIMAS”• SEAs and LEAs must include the requirement
to produce a NIMAS-compliant file in all purchasing contracts. No statutory requirement is placed on publishers.
Student, Environment, Task, Tools
SETT Framework
How do I know if my student needs AIM?
How do I know if my student needs AIM?
Frame the question• What is the student expected to do?• Where (or under what conditions) will the task
be performed?• What is the student’s level of performance?• What are the materials?
Decision Making
Guiding Question
Given standard *print-based curriculum materials used in the content areas, does the student have difficulty accessing or gaining meaning from these materials?
Example of *print-based core materials are textbooks, workbooks, worksheets, basal textbooks and reproducible materials printed on paper, in book, or single sheet format
How do I know if my student needs AIM?
Factors to ConsiderHave any factors related to the student’s disability been identified?
Evidence
Physical Cognitive Visual Reading Disability Auditory Perceptual Attention Deficit Behaviors Dyslexia Other
Is the student able to read at a sufficient rate and with adequate comprehension in order to complete academic or curricular tasks with success, relative to same-age peers?
Evidence
Current performance indicated by dataReading efficiencyReading comprehension
http://sda.doe.louisiana.gov/default.aspx
Identify any barriers other than the print-based format that prevent student access to instructional materials.
Evidence
Lack of instruction Inadequate pre-requisite kills Behaviors Other: __________________
Environmental factors Medicine English is a 2nd language Social Pressures
Curriculum Barriers
How Goals Methods Materials Assessment
What 5 Components of Reading Comprehension Learning Differences Listening
How do I know if my student needs AIM?
Strategies
List the strategies or accommodations to materials that have already been tried to address reading or access. Have they been successful?
Evidence
Typical reading strategies (non-technology related)Any technology related strategiesMultiple texts or any teacher created texts
How do I know if my student needs AIM?
Specialized Formats
Identify any specialized formats that the student needs. (Be sure to test the format with the student.)
Specialized Formats
enlarged print braille audio digital
How do I know if my student needs AIM?
Other Format Considerations
Identify any changes to the style of print material that the student needs.
Specialized Formats
Electronic Text Picture-symbols Color of text or background color Use of Style Sheet structure for headings, subheadings, etc.
How do I know if my student needs AIM?
NIMAS Eligibility
• Students identified as having a “print disability” as defined by the Library of Congress regulations (36 CFR 701.6(b)(1))
• Can receive digital files from the National Instructional Materials Center (NIMAC)
Federal Register 34 CFR Parts 300 and 301, p. 46621, published August 14, 2006
Eligibility Criteria i and ii
i. Blind persons whose visual acuity, as determined by competent authority, is 20/200 or less in the better eye with correcting glasses, or whose widest diameter if visual field subtends an angular distance no greater than 20 degrees.
ii. Persons whose visual disability, with correction and regardless of optical measurement, is certified by competent authority as preventing the reading of standard printed material.
• Most commonly identified student• Straight forward criteria• Currently supported by the LIMC
Eligibility Criterion iii
iii. Persons certified by competent authority as unable to read or unable to use standard printed material as a result of physical limitations.
• Who is a “competent authority”?• How is the decision made?
Eligibility Criterion iv
iv. Persons certified by competent authority as having a reading disability resulting from organic dysfunction and of sufficient severity to prevent their reading printed material in a normal manner.
• “Competent authority” = medical doctor• Record of medical referral
Requirement to Provide AIM
Regardless of the origin of the print disability, local schools or LEAs must provide AIM if they are determined to be necessary by the IEP team.
Some students with reading difficulties do not meet these criteria
More Decision-Making Tools• Sorting through Features – Scott
Marfilius• WATI Assistive Technology (Reading
Assessment)• Access Guide – Bridge• DIBELS screenings• Assistive Technology Assessment• Pupil Appraisal Evaluations• Reading Specialist
Certifying “Print Disability”• LEA Competent Authority certifies “print disability”
– Verification of Eligibility to Use NIMAS Materials form
– If medical referral, include copy in student record• LEA Responsibility
– Superintendent identifies the LEA’s Competent Authority
• http://www.atanswers.com/aim/dca.html– LEA maintains record of student eligibility– LEA informs state AU of student eligibility at
request for alternate format through Textbook Ordering Process
(Print on district letterhead or use district logo.)
Verification of Eligibility to Use NIMAS Materials
Student’s Name Date
Last First M.I.
Address Street Address Apartment
City State ZIP Code
School & District:
From Federal Register 34 CFR Parts 300 and 301, p. 46621, published August 14, 2006: The Library of Congress regulations (36 CFR 701.6(b)(1)) related to the Act to Provide Books for the Adult Blind (approved March 3, 1931, 2 U.S.C. 135a) provide that blind persons or other persons with print disabilities include:
(i) Blind persons whose visual acuity, as determined by competent authority, is 20/200 or less in the better eye with correcting glasses, or whose widest diameter if visual field subtends an angular distance no greater than 20 degrees.
(ii) Persons whose visual disability, with correction and regardless of optical measurement, is certified by competent authority as preventing the reading of standard printed material.
(iii) Persons certified by competent authority as unable to read or unable to use standard printed material as a result of physical limitations.
(iv) Persons certified by competent authority as having a reading disability resulting from organic dysfunction and of sufficient severity to prevent their reading printed material in a normal manner.
Competent authority is defined in 36 CFR 701.6(b)(2) as follows: (i) In cases of blindness, visual disability, or physical limitations ‘‘competent authority’’ is defined to include doctors of medicine, doctors of osteopathy, ophthalmologists, optometrists, registered nurses, therapists, professional staff of hospitals, institutions, and public or welfare agencies (e.g., social workers, case workers, counselors, rehabilitation teachers, and superintendents). (ii) In the case of a reading disability from organic dysfunction, competent authority is defined as doctors of medicine who may consult with colleagues in associated disciplines.
To Be Completed By Competent Authority (as defined above)
Name
Title Phone ( )
Address Street Address Apartment
City State ZIP Code
I certify that the student listed above is unable to read or use standard printed material for the following reason:
Blindness, visual impairment, or physical
limitations
Reading disability from organic dysfunction
Signature DATE
•Standard text •Book adapted for access •Low-Tech Modifications to text•Handheld device to read individual words•Use of pictures/symbols with text•Electronic Text•Modified Electronic Text•Text reader•Scanner with OCR and text reader•Text Reader with Study Skill support
A CONTINUUM OF CONSIDERATIONSFOR ASSISTIVE TECHNOLOGY
For Reading
Plan to Planor
Plan to Fail
AIM Consortium Decision-Making Tools• AIM Navigator• AIMing for Achievement DVD• AIM Explore• AIM Product Tutorials• AIM Guide to Federally-Funded AMPs• AIM Implementation Guide
National AIM Centerhttp://aim.cast.org
AIM Explore TtS
enter things into the text box---- it will create a report and will also provide a to-do list
Document and Communicate Need
• Identify the need for AIM on the IEP or 504 Plan– Describe the specialized format– Verify eligibility
• Request resources from textbook coordinator and state AU in a “timely manner”
• Inform educational team of AIM needs– Special Education – Regular Education– Extension: Library, Computer Labs, Tutors
Obtain AIM?• Order from LA Book Depository • Order from LIMC (blind/low-vision)• Request NIMAC file from the Louisiana
Authorized User (AU)• Order within LEA resources• Order the CD-ROM or audio version direct from
the vendor• Order from Bookshare.org• Teacher-Created• Other (Describe):
Thinking Beyond Text
Looking beyond printed textbooks to the future• Can your current textbook do this?
Social Studies Math Reading English/Language Arts• How do multimedia and web 2.0 tools, and new hand-
held technologies change our current ideas of “textbook”, “core curriculum”, “learning environment”, “collaboration”?
• How do these new technologies provide options?
Accessibility References• AIM - www.atanswers.com/aim
– Textbooks - http://www.louisianaschools.net/lde/eia/577.html– LIMC - http://www.lsvi.org/LIMC.htm
• Assistive Technology - www.louisianaschools.net/lde/eia/1538.html
• UDL - http://www.louisianaschools.net/lde/pd/399.html• Access Guide - http://sda.doe.louisiana.gov/accessguide/• LA Accessibility Ning - http://laednetwork.ning.com/• LA Accessibility on Twitter - http://twitter.com/LAAccessibility• UDL Modules by CAST - http://udlonline.cast.org/home
Related State Resource Sites
• Universal Design for Learning: http://www.doe.state.la.us/lde/lcet/399.html
• Access Guide: http://sda.doe.louisiana.gov/accessguide/• Section 504:
http://www.louisianaschools.net/lde/eia/488.html• RtI www.rti4success.org
– http://www.louisianaschools.net/lde/eia/2677.html
Louisiana AIM ContactsAIM, AT, & UDL
Donna BroussardEducation Technology Coordinator
AIM, NIMAS and TextbooksJackie Bobbett, Ph. D.
Significant DisabilitiesNanette Olivier
LA AIM Website: www.atanswers.com/aim
Louisiana Department of Educationhttp://www.louisianaschools.net
1-877-453-2721
AT Region 4 & 6 CenterCharlotte Ducote
AcknowledgementThe Louisiana Accessible Instructional Materials (LA-AIM) project
respectfully acknowledges the work and products produced from the collaboration of other states and consultants. Materials and information for this presentation, handouts and the LA-AIM website were compiled from resources of the AIM Consortium, CAST consultants, AIM website at www.cast.org/aim, Student, Environment, Task and Tools Framework (SETT) from Joy Zabala, and the State Leaders of Assistive Technology (SLATE) at http://www.slatenetwork.org/. Particular references to the materials of SLATE, SETT, Iowa, Georgia, Pennsylvania, Indiana and Minnesota were used in the development of the AIM Guiding Question, eligibility criteria, Verification of Eligibility forms (Iowa), and the AIM Determination Guide.
