Transcript Design Process - National Center on AIM

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 Hendricks
National 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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What are 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.
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Why Provide 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. § 300.172
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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
Category 2
To determine and
improve the
effectiveness of a
coordinated system for
timely provision of AIM
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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Critical Component for QI-5
Data on all aspects of the system:
•
•
•
•
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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
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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)
(3)
(1)
Progress
Access
Make progress
in the
curriculum
Perceive
information in
the curriculum
(2)
Involvement
Participate in the
curriculum
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Connection to AIM
Access
Independence
Involvement
Participation
Progress
Achievement
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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 Collected
Response Options
2012 All States
(Select all that Apply)
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)
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/ind
ex.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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Critical Component 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
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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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