Transcript AIM NIMAS AMP OSEP Mtg

National Center on AIM
Advisory Committee
January 29, 2013
Caribe Royale Orlando
Convention Center
Orlando, FL
Agenda
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Welcome, Introductions & OSEP Update from Mike Slade
AIM Center Activities, Product Highlights & Quality Indicator Components
AIM Targeted Technical Assistance
AIM Status of the States Survey Update
LEA Data Gathering & Uses
Public Comments & Lunch
K-12 Ed Publisher Perspectives
PALM and Best Practices Projects
NIMAS and Online Center Updates
AIM Center Communications & Collaborations
Committee Generated Topics for Discussion
– Common Core Assessments and AIM
– Evidence of Positive Outcomes related to AIM
– Other, e.g. accessible EPUB and specialized formats, AIM related prioties ahead,
etc.
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More Words in the World
“The Future of Reading”
Baratude Thurston
Fast Company,
February, 2013
• “……..words are a growth
market (though I grant you
that revenue per word is
declining).”
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About Change
Unlike
photography,
pBooks and
eBooks will
co-exist for a
while.
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Introductions & OSEP Update
• Quick Intro: around the room
– Name
– What you do and/or who you are representing
– One AIM related wish for the year ahead
• Update from OSEP
– Mike Slade
AIM and NIMAS Centers Project Officer
Education Program Specialist
OSEP, U.S. Department of Education
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Purpose of the Advisory Committee
• The AIM Center Advisory Committee will
maintain, advance and support the timely
provision of instructional materials in
accessible formats to students who require
them.
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AIM Center
Logic Model
Overall Goal:
Provide TA to SEAs,
LEAs, and other
stakeholders to:
1. Improve the
implementation of
NIMAS; and
2. Develop and
implement unified
distribution systems in
SEAs that will improve
the timely delivery of
high-quality AIM to all
children with
disabilities who need
instructional materials
in accessible formats.
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2012 CoLab Meeting Follow-up
• Working from an internal document prepared by Valerie Hendricks:
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AIM Center Activities Corresponding to 2012 Influence Map Priorities
• Uses the CoLab Influence Map to list activities related to key barriers
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Level 4 barriers are those that were found to be the deepest drivers of influence on the
triggering question, i.e., those representing the key barriers and at the same time having
the greatest impact upon other barriers. Thus, changes at this level will have the
greatest effect on solving the problem and on the barriers at other levels identified as
being influenced by them. Level 4 barriers focused on understanding (i.e., a need for
information, knowledge, and training), law (as it pertains to AIM), and evidence
(specifically, of the results of using AIM).
Level 3 barriers were concerned with compliance monitoring (of AIM implementation)
and law (AIM in ESEA). Primary identified barriers that rose to levels 1 and 2 of the
influence map centered on a main theme of understanding, a quantifiably lesser but
directly related need for training, specifically in decision-making around AIM (note a
clear link to understanding) and, lastly, a need for resources (particularly, free and nocost options).
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The World We Live In (short list)
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Formats
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EPUB 2 and 3
Proprietary versions of EPUB 2 and 3
PDF
DAISY / NIMAS
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HTML5
Distribution
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Ingram Content Group
Baker & Taylor
Amazon (KF8)
B&N (EPUB)
Google Books (EPUB)
Apple iBooks (EPUB)
Book Apps (iTunes and Google Play)
Self Publishing
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• Assessment
Platforms
– Desktops, Laptops and Chromebooks
– iPads, Android tablets, Windows tablets
– Kindle Fire, Nook, Kobo, etc.
A few Hot Topics related to AIM
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Cloud computing – any device, any where
Global copyright issues
Social networking and reading
Large data and learning analytics
Reading privacy issues
Cost to self-publish
• Fixed costs: $2,000 for ISBN, marketing,
graphics, editing, printing, etc.
• Intangible and priceless: creativity,
imagination and hard work
Key Standards Groups
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IDPF, DAISY Consortium, BISG, W3C
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Common Core Context
• Adopted Common Core
Standards (46 states + DC)
• Common Core Assessments
–PARCC States (22 states + DC)
–Smarter Balanced States (25 states)
–Both (3 states)
None (6 states)
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Recent Services Provided
• Joy will be sharing information about this in a few minutes
• Targeted TA (focused on 10)
– 10 TTA States http://aim.cast.org/about_aim_ctr/TTA_states
• Responsive (10 + 15 + 25+)
– 15 AIM Consortium States http://aim.cast.org/about_aim_ctr/TTA_states
– Presentations http://aim.cast.org/experience/training/presentations
– Webinars http://aim.cast.org/experience/training/webinars
• Pro-activeTA (web services, phone, email and face to face for all)
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Publishers http://aim.cast.org/experience/technologies/spec-v1_1
Publishers http://aim.cast.org/experience/technologies/nimas_exemplars
Conversion services http://aim.cast.org/learn/practice/production/conversion_services
Web content, consultation and webinars
• States, Organizations
• Teachers, Families
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Recent Products for Dissemination
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AIM Website, homepage redesign http://aim.cast.org/
All About AIM http://aim.cast.org/learn/accessiblemedia/allaboutaim
AIM for Families http://aim.cast.org/learn/stakeholder_focused/parents_students
Learning Journeys http://aim.cast.org/collaborate/knowledge/story
Accessibility Resources http://aim.cast.org/learn/e-resources/accessibility_resources
State Website Survey Table and Individual Pages http://aim.cast.org/learn/policy/state
PALM Initiative http://aim.cast.org/learn/practice/palm
Status of State Systems 2012 (under development)
Audio Support Reading http://aim.cast.org/learn/practice/future/audio_supported_reading
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Recently referenced in the PARCC accommodations background document by Thurlow and Wiener
Analysis of the Term Organic Dysfunction http://aim.cast.org/learn/policy/federal/organic_dysfunction
Timeline and Overview of the Pratt-Smoot Act http://aim.cast.org/learn/policy/federal/prattsmoot_timeline
AIM and Section 504 http://aim.cast.org/learn/policy/federal/504_plan
DOJ and OCR Guidance Summary regarding AIM http://aim.cast.org/learn/policy/federal/ocr
AIM: Simply Said video http://aim.cast.org/learn/accessiblemedia/allaboutaim
AIM Connector http://aim.cast.org/collaborate/enewsletter, Tweets, Scoop.Its, Facebook, YouTube, etc.
And more………………..
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AIM/NIMAS
Website
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The NIMAS/AIM Components
• National
Instructional
Materials
Access
Standard
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Quality Indicators: Components
• Joy Zabala
Targeted TA
• Joy Zabala
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Break (10:30 – 11:00 a.m.)
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AIM Status of the States Survey
• Joy Zabala
• Joanne Karger
• Brad Rose
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SEA & LEA Data Gathering & Uses
• Joanne Karger
• Joy Zabala
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Public Comments
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Lunch (12:00 – 1:00 p.m.)
• AIM Advisors, NIMAS Board and Staff
• Options for Observers
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K-12 Ed Publishers’ Perspective
• Jay Diskey
– Executive Director, Association of American Publishers’,
School Division
• Larry Marotta
– Chair, Association of American Publishers Serving Students
with Disabilities Committee
– Senior Archive Coordinator, McGraw-Hill Education
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OCR and DOJ Guidance: K-12 Impact?
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May 26, 2011, the Department of Education Office of Civil Rights (OCR) issued a
letter and FAQ regarding the obligation that schools and universities have to
ensure that technology devices, including emerging technologies, must be
accessible to students with disabilities. Guidance applies to elementary, secondary
and postsecondary institutions:
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The OCR Letter dated 5/26/2011 http://www2.ed.gov/about/offices/list/ocr/letters/colleague201105-pse.pdf
Note that the FAQ makes it clear that in some cases, it may be acceptable to provide alternative
approaches that will ensure equal access to the educational benefits and opportunities afforded by
the technology.
The FAQ (25 frequently asked questions) http://www2.ed.gov/about/offices/list/ocr/docs/dcl-ebookfaq-201105.html
Joint DOJ and OCR 6/29/10 “Dear Colleague Letter” sent to the presidents of
higher education institutions regarding electronic book readers:
http://www2.ed.gov/about/offices/list/ocr/letters/colleague-20100629.html
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Questions and Answers about the Law, the Technology, and the Population Affected
http://www2.ed.gov/about/offices/list/ocr/docs/504-qa-20100629.html
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Promoting Accessibility
• DOJ and OCR Guidance is helpful but not sufficient
• Increased demand from consumers to publishers is needed (PALM)
• Benefits to those who quality for a copyright exemption
• Will be able to use same technologies and content as all other students
• Impact beyond textbooks and core related print instructional materials
• eBooks (EPUB, iBooks, KF8, Mobi, HTML5, eBook apps, etc.) eLearning delivery systems and
content, web resources, educational software, etc.
• Benefits to others
• To achieve FAPE, IDEA 2004 requires SEAs & LEAs to provide accessible
instructional materials to all students with print disabilities – whether or not
they qualify for materials from created from NIMAS source files.
• IDEA 2004 allows SEAs & LEAs to meet the NIMAS related requirements
through the “purchase of instructional materials directly from the publisher
that are produced in, or may be rendered in, specialized formats: the “Market
Model”. Accessible EPUB3 holds great promise for accomplishing this.
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PALM Initiative & Best Practices
• Intent: Increase the demand for accessible
learning materials that are born digital
• Not intended as a substitute for NIMAS and
conversion to specialized formats
• Email: AIM/NIMAS/NIMAC & SpEd Admin.
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Memo to SEA Coordinators
Why Buy Accessible
What are Accessible Learning Materials?
Guidance for Purchasers
• Best Practices for Publishers and Developers
Apple
Project
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NIMAS and Online Center Updates
• Skip Stahl
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Dissemination + Communications
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Implementation by Janet Gronneberg
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Coordination with the National Dissemination Center
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Communications and Development Associate, CAST
OSEP supported and located at FHI 360, Washington, DC
Selected Social Media and Communications
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Monthly email newsblast: AIM Connector
• For AIM and NIMAS Centers
• Sources: Federal, SEA, LEA, Partners, Publishers, AMPs, etc.
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Social Media – Facebook, Twitter, Google + and Diigo
AIM YouTube Channel
Listservs
Brochures, Fact Sheets, Policy Briefs, etc.
Publications
Presentations
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National Conference / Seminars / Pre-Conference Meeting / Virtual & Face to Face
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Google Analytics (1/21/12 - 1/21/13)
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Twitter
Info
--------565
followers
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Scoop.it
Curation
1 of 2
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Scoop.it
Curation
2 of 2
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Ongoing Collaborations
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Benetech B4E
Learning Ally
NIMAC at APH, and APH
NIMAS Center at CAST
PACER Center
American Foundation for the
Blind (AFB)
• ATIA and AT Developers
• IRCBVI’s
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Recent Other Collaborations
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Center on Online Learning for Students with
Disabilities
State Ed Tech Directors Association (SETDA)
International Society for Tech in Ed (ISTE)
IDEA Practices
TACC, NICHCY and NDC
Family Center (FCDT)
NASDSE
Mathematics eText Research Center (MTRCC)
Council of Chief State School Officers (CCSSO)
NCSC Assessment
Utah Dept. of Education – EAG
Google
Apple
Utah Dept. of Education – EAG
Measured Progress – NCSC (1% assessment)
DAISY International
Creative Commons
International Digital Publishing Forum (IDPF)
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W3C WAI WCAG
Utah State – WebAIM
Jim Thatcher Associates
National Center on Learning Disabilities (NCLD)
International Dyslexia Association (IDA)
Carnegie Mellon, OLI – (Project OPEN)
National Down Syndrome Society
National Down Syndrome Congress
Boston College
Carnegie Mellon University – Open Learning
Initiative
Ohio Center for Autism and Low Incidence (OCALI)
Closing the Gap
PATINS Project (Indiana Department of Ed)
TechACCESS of Rhode Island
IOWA AT Conference
Cambium Learning Technologies - Webinar
Parent conferences - upcoming presentations for
PEAK, PEN, FCSN and NWDSA
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Break (3:00 – 3:15 p.m.)
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Discussion
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A Few Hot Topics/Issues
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PARCC and Smarter Balanced Accessibility Approach
Evaluating the Impact of AIM
Advantages of specialized formats over fully accessible EPUB?
Next steps: What are the priorities moving forward?
Need for an assurance that when Federal Funds are used, products that
are purchased or developed must be accessible. Validation with VPAT?
Audio assisted reading research (text or braille with audio)
Need for LEA awareness, knowledge, resources
Helping teachers match hardware, software, and alternate-format outputs
Administrative leadership
Including general education counterparts – SEA and LEA levels
eLearning and other education content providers
State Improvement Plans and AIM connections
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Suggested Topics (as time allows)
• PARCC & Smarter Balanced Accommodations
• Evaluating the impact of AIM
• Advantages of specialized formats over fully
accessible EPUB?
• Next steps: What else needs to be done to
ensure that students have what they need?
• Other?
• A little more detail provided……………….
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PARCC & Smarter Balanced Accommodations
• PARCC
http://www.parcconline.org/parcc-accessibility-accommodations-and-fairness
– Released sample assessment items
– Request for feedback on eligibility by 2/4/13
• http://www.parcconline.org/open-policies-public-comment
– Read aloud accommodation
– Calculator use accommodation
– Site indicates the work that is still ahead
• Smarter Balanced
http://www.smarterbalanced.org/smarter-balanced-assessments/
– Literature review
– Pilot testing with some accommodations planned (Feb-May, 2013)
• DLM and NCSC (alternate assessments)
• APIP (Accessible Portable Item Protocol), an IMS Global spec
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http://www.apipstandard.org/topics/description.html
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Evaluating the Impact of AIM
• Do we need to?
– Some AIM simply required to gain access
– May be impossible without denying services
– Very difficult to control for variables
• Is impact data already available?
– If yes, how can we obtain it?
– If no, how can we get it?
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Specialized Formats and/or EPUB
• Aside from braille and large print, are there
advantages to providing specialized formats
over fully accessible EPUB?
– Yes/No?
– If Yes, what are they?
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Next Steps
• Most important work yet to be done?
– To ensure that what students need is available
– To ensure that it will be provided
– To ensure that it will be used effectively
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Future Planning
• Preferred meeting format for next year?
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The End
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