Transcript Design Process - National Center on AIM

Welcome to Navigating Your Way to AIM in the IEP:
Who Needs AIM and Where Does AIM Fit?
April 22, 2014
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Navigating Your Way to AIM in the IEP:
Who Needs AIM and Where Does AIM Fit?
Joy Zabala, Joanne Karger, Diana Carl and Valerie Hendricks
National Center on Accessible Instructional Materials at CAST
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You are encouraged to enter questions or comments
into the chat box at the lower right of your screen any
time during the webinar.
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Major Discussion Questions for this Session
• What are AIM?
• Who needs AIM?
• Brief overview of IEPs
• Where might AIM be considered
and documented in the IEP?
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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 in any 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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What Is the Relationship to FAPE?
“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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Who Needs AIM?
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Who Needs AIM?
Students with disabilities that prevent them from using
“typical” instructional materials, such as print or “locked”
digital materials, effectively
•Students with sensory, physical, or learning-related disabilities
Students without identified disabilities who cannot make
effective use of “typical” instructional materials
•Struggling readers; students lacking English proficiency, etc.
Students who simply prefer options for different tasks or
for use in different environments.
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Who Needs AIM?
If any student is unable to read traditional
grade level print instructional materials
at a sufficient rate and with adequate
comprehension to complete academic tasks
with success, relative to same-age peers,
or cannot do this independently, or cannot do
this across environments and tasks,
then the student may need AIM.
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AIM-Related Responsibilities
of Decision-Making Teams
1. Establish need for instructional materials in specialized
format(s)
2. Select specialized format(s) needed by a student for
educational participation and achievement
3. Commence SEA- and/or LEA-defined steps to acquire
needed format(s) in a timely manner
4. Determine supports needed for effective use for
educational participation and achievement.
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The AIM Navigator
A process facilitator to help educators,
families, and students make decisions about
AIM for an individual student
Not a screening or evaluative tool!
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Brief Overview of IEPs
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What Is an IEP?
Represents the foundation of the child’s educational program and
serves as a tool/roadmap to help teachers provide instruction
IEP as a Document
• Describes the services the
student will receive
IEP as a Process
• Allows educators, parents,
and the student to work
together to develop an
individualized plan
(McLaughlin & Warren, 1995)
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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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IEP
Development
and AIM
Where might AIM be
considered and
documented?
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Parts of the IEP that Relate to AIM
• Evaluation Results
• Present Levels of Performance
• Special Factors
• Annual Goals
• Special Education & Related Services,
Supplementary Aids & Services,
Program Modifications, and Supports
• Statewide Assessment Participation
• Postsecondary Goals and Transition Services
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Evaluations and AIM
Requirements
AIM Considerations
Assess students in all areas
of suspected disability.
Is printed text a barrier for
the student?
Use a variety of
assessment tools and
strategies.
Does the student need
AIM?
Obtain information to assist
in developing the content of
the IEP.
Does the student need AT
to access specialized
formats (braille, audio,
digital and/or large print)?
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Putting It Into Action
Example of summary of evaluation data that
mentions AIM:
Data reviewed by the Team (achievement testing;
reading inventories; classroom observations; feedback
from teacher, parent, and student) indicate that Carl is
able to understand grade-level content, but is unable
to fully access this content through print-based
materials. Data indicate that Carl needs the digital text
format of printed materials for audio-supported
reading.
Note to Team: Review AIM Navigator – Determination of
Need and Selection of Formats
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Present Levels and AIM
Requirements
AIM Considerations
Describe the student’s
present levels of academic
achievement and functional
performance.
Is the student able to
access and derive meaning
from print-based
instructional materials?
Describe how the student’s
disability affects his/her
involvement and progress
in the general curriculum.
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Putting It Into Action
Example of a present levels statement that
mentions AIM:
Carl is a 6th grade student who has a learning
disability. He reads printed materials independently at
the 4th grade level. He successfully reads digital text
formats with audio supports of grade level textbooks
and printed materials used across the general
curriculum.
Note to Team: Current use of AIM
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Special Factors and AIM
Requirements
In developing, reviewing or
revising IEP, must consider
the need for:
• Behavior supports
• Language supports for
LEP
• Braille instruction
• Communication (D/HH)
• AT devices and/or
services
AIM Considerations
Does the student need AT
or braille instruction in
relation to AIM?
Does the the student need
AT to perceive and interact
with specialized formats of
printed materials (e.g.,
digital text, audio, digital
braille)?
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Putting It Into Action
Example of how special factors relate to AIM:
Carl requires assistive technology. He needs a tablet
and/or other computer with text-to-speech and word
predication capabilities to perceive and interact with
the digital text specialized format of grade-level printed
materials used across the general curriculum.
Note to Team: Review AIM Navigator – Selection and
Supports for Use
http://aim.cast.org
Annual Goals and AIM
Requirements
State measurable
annual goals, including
academic and functional
goals.
Describe how the goals will
meet the student’s
disability-related needs in
order to enable the student
to be involved and progress
in the general curriculum.
AIM Considerations
How can AIM help the
student reach his/her IEP
goals in order to be
involved and progress in
the general education
curriculum?
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Putting It Into Action
Example of IEP goal related to AIM aligned to the
common core standards:
By May, 2015, when using the digital text format of
social studies materials, Carl will identify examples of
sequential, comparative and causal presentations of
information in text with 80% accuracy.
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Special Education & Related Services,
Supplementary Aids & Services,
Program Modifications, and Supports
Requirements
State the services, aids,
modifications, and supports
that will help the student:
• advance toward annual
goals;
• be involved and
progress in the general
education curriculum;
• be educated with
students with and
without disabilities.
AIM Considerations
How can AIM help the
student be involved and
progress in the general
education curriculum?
What supports will help the
student use AIM?
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IEP Development and AIM
Supports for Use of AIM
•
•
•
•
•
Technology
Training
Instructional strategies
Support services
Accommodations and/or modifications
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Putting It Into Action
Example of how services and supports relate to AIM:
• Carl requires a tablet computer and/or other device
that provides simultaneous visual and auditory output
to support perception of and interaction with the digital
text format of printed materials.
• Carl requires training in how to use the format and the
technology for participation and achievement.
• Teachers and parents require training to support Carl’s
use of the materials and technology.
• Carl will require earphones and preferential seating in
a quiet area of the classroom when he is reading with
text-to-speech.
Note to Team: Review AIM Navigator – Supports for Use
http://aim.cast.org
Statewide Assessment and AIM
Requirements
Include a statement of
appropriate assessment
accommodations.
If the Team determines that
the student needs to take
an alternate assessment,
state why the student
cannot take the regular
assessment and why the
particular alternate
assessment is appropriate.
AIM Considerations
What assessment
accommodations are
needed for a student who
uses AIM?
How do these
accommodations relate to
the AIM and AT that the
student receives in the
classroom?
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Putting It Into Action
Example of how assessment relates to AIM:
When participating in assessments, Carl will receive
the following accommodations:
•
Read aloud: Simultaneous visual and auditory
access to text through the independent use of textto-speech on all allowable parts of the assessment
•
Scribe: Text input through independent use of
word prediction software on all allowable parts of
the assessment
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Transition Planning and AIM
Requirements
Include postsecondary
goals and transition
services in the IEP.
Develop a Summary of
Performance (SOP) of the
student’s academic
achievement and functional
performance, providing
recommendations to help
the student meet
postsecondary goals.
AIM Considerations
How can we help the
student develop selfdetermination skills in order
to advocate for his/her own
needs in relation to AIM?
How can we help the
student plan for his/her
need for AIM and related
technology in the new
environment?
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Putting It Into Action
Example of how transition planning relates to AIM:
In Carl’s home state, transition planning begins at the age
of 14; however, in his school district, building selfdetermination skills begins earlier. Future transition
planning might include goals such as:
• Carl will advocate on his own behalf determining when he
needs to use a specific specialized format and what
technology works best for him in different contexts.
• Carl will build the skills needed to advocate for himself in
post-secondary environments by leading discussions
during IEP development.
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Questions and Comments
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