aem.cast. org Welcome to the September 17, 201 AIM webinar Making a Measurable Difference with Accessible Instructional Educational Materials Introductions: In the chat text box on the lower right of the Adobe Connect screen, please enter your name, state and primary role which interested you in attending this webinar (for example, parent, parent center, educator, etc). Also use the chat box for questions, comments, etc during the webinar. Audio Information : Audio for this webinar is available via phone bridge and via VOIP on the computer in “listen only” mode. When the audio is started by the leader (about 10 minutes before the hour), you will be prompte d to choose how to connect. NOTE : If you are not prompted by 5 minutes before the hour, call in to 877-512-6886 and enter Conference ID 1004121004. If you elect to use the telephone dial-in or call back option for audio, PLEASE ENSURE THAT YOUR PHONE IS MUTED AND THAT THE AUDIO ON YOUR COMPUTER IS ALSO MUTED. If you elect to listen on the computer, PLEASE DO NOT DIAL IN ON THE TELEPHONE because your computer sound will be heard by everyone else on the telephone.
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Aem.cast.org Welcome to the September 17, 201 AIM webinar Making a Measurable Difference with Accessible Instructional Educational Materials Introductions:
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Transcript
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Welcome to the September 17, 201 AIM webinar Making a Measurable Difference with
Accessible Instructional Educational Materials
Introductions: In the chat text box on the lower right of the Adobe Connect screen, please enter your name, state and primary role which interested you in attending this webinar (for example, parent, parent center, educator, etc). Also use the chat box for questions, comments, etc during the webinar.
Audio Information:
Audio for this webinar is available via phone bridge and via VOIP on the computer in “listen only” mode.
When the audio is started by the leader (about 10 minutes before the hour), you will be prompted to choose how to connect. NOTE: If you are not prompted by 5 minutes before the hour, call in to 877-512-6886 and enter Conference ID 1004121004.
If you elect to use the telephone dial-in or call back option for audio, PLEASE ENSURE THAT YOUR PHONE IS MUTED AND THAT THE AUDIO ON YOUR COMPUTER IS ALSO MUTED.
If you elect to listen on the computer, PLEASE DO NOT DIAL IN ON THE TELEPHONE because your computer sound will be heard by everyone else on the telephone.
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Making a Measurable Difference with Accessible Educational Materials
Joy Zabala, Ed.D
Director of Technical AssistanceNational AEM Center AND CAST
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Questions and Comments
Don’t be shy! The only “foolish question” is the one that is not asked.
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Agenda
• Brief overview of AEM and data collection
• Evaluation of AEM systems
• Impact of AEM on student outcomes
• Potential measures connected to independence, participation, and progress
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Overview of AEM and Data Collection
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What are AEM?
• AEM (accessible educational 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 AEM 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 AEM?
Provisions in the final regulations of IDEA 2004 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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Why Provide AEM?
“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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Don’t 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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Why Collect Data on AEM?
• How many students in our state/district are receiving AEM? What kinds of disabilities do they have?
• Do our students receive the AEM they need at the time they need them for learning?
• How can we improve our AEM system?
• What is the relationship between AEM and other initiatives?
• Is AEM making a difference for our students who receive them?
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 Components for QI-5
Strategies for collecting data on all aspects of the system that include, but are not limited to:
• 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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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 Components 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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Considerations Related to QI-6
What kinds of data could be included?
• Whether student receives AEM
• Whether student falls under copyright exemption (disability category)
What are the benefits?
• Number of students receiving AEM across school/district/state
• Disaggregation of AEM data by disability category, free/reduced lunch status, racial/ethnic group
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Incorporation of AEM Prompts into the IEP
Questions/prompts about AEM could be added to the IEP:
Can the student use the instructional materials used by other students in the same format?
Does the student require AEM?
Does the student fall under a copyright exemption? Which disability category classification?
For which subjects will the student receive AEM?
What are the specific texts and specialized formats that will be provided?
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AEM-Related Components of the IEP
Present Levels Consider whether the student is able to access and derive meaning from instructional materials.
Annual Goals Consider how AEM 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 AEM and how AEM can help the student be involved and progress in the general education curriculum.
Special Factors Consider AEM 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 AEM.
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Connecting AEM to SPP/APR
• 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.
Please take a few moments to complete a brief survey, which is intended to gather information about the quality, relevance, and usefulness of the webinar you just attended. Your responses are completely confidential.