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Welcome to the September 17, 201 AIM webinar Making a Measurable Difference with

Accessible Instructional Educational Materials

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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?

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Two Purposes for Data Collection

Category 1

Evaluation of the system used for providing AEM

Category 2

Evaluation of the impact of AEM on student

outcomes

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Data Category 1:Evaluation of AEM Systems

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AEM Quality Indicators 5 and 6…

and their Critical Components

http://aem.cast.org/policies/critical-components-quality-indicators.html

A good place to start!

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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 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.

http://www.ed.gov/fund/data/report/idea/partbspap/index.html

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State Systemic Improvement Plan (SSIP) and AEM

• Shift in emphasis of the U.S. Department of Education from compliance to results.

• Relationship between AEM and performance on various indicators

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Indicators with a Connection to AEM

• Graduation Rate

• Dropout Rate

• Assessment

• Suspension/Expulsion

• LRE

• Parent Involvement

• Secondary Transition

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Data Category 2:

Impact of AEM on Student Outcomes

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• What kinds of outcomes data should we be collecting?

• How can we display the data in ways to help inform subsequent instruction?

• How is the information being disseminated?

• What collaborations are in place and should others be initiated?

Questions to think about

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Cycle of Access, Involvement, and Progress in the General Education Curriculum (IDEA 1997)

(1) Access Perceive

information in the curriculum

(2)Involvement

Participate in the curriculum

(3) Progress

Make progress in the curriculum

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Connection to AEM

Access Independence

Involvement Participation

Progress Academic and Social Progress toward College and Career Readiness

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Why It’s Difficult to Collect AEM-Related Outcomes Data

• Difficult to show cause and effect

• Difficult to parse out impact of contextual factors (e.g., teaching and environment)

• May take a long time to see actual change; providing AEM, by itself, may not result in immediate change

• Changes may occur in areas that are difficult to measure (e.g., student’s confidence as a learner)

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Some Initial Thoughts about AEM-related Outcomes Data

(1) Progress Monitoring (Ideal)

• Document trajectory of student performance over time (data points can be depicted in a line graph).

• Use existing, validated measures – e.g., scales of reading comprehension, content knowledge acquisition, self-confidence, motivation to learn, etc.

• Draft a new rubric to measure various indicators.

• Empower teachers, students and families by helping them monitor ongoing progress.

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Other Ideas for AEM-related Outcomes Data

(2) Survey of Teacher Perspectives on Impact

• Administered once or several times (comparing results).

• Shows perspectives on AEM in relation to one child or multiple children.

• Helps capture context associated with teaching and classroom environment.

• Can be used as a self-reflection tool to help the teacher improve subsequent instruction.

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Other Ideas for AEM-related Outcomes Data

(3) Survey of Student and/or Family Perspectives • Administered once or several times to measure change.

• Captures views of stakeholders with greatest investment.

• Helps build self-awareness among students.

(4) Classroom Observations• Rubric to observe how students are interacting with AEM and

participating in class.

• Captures context of classroom environment.

• May be particularly effective in documenting changes over time.

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Potential Measures Connected to Change Over Time

Independence

Participation

Progress

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Independence…

Student’s ability to use AEM and accessible technology independently

When using AEM, does the student need:

• A great deal of assistance

• Some assistance

• No assistance or very little assistance

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Independence…

Student’s ability to complete assignments/activities independently

In completing assignments/activities, does the student demonstrate:

• No change or very little change in independence

• Some improvement in independence

• Substantial improvement in independence

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Participation…

• Student’s ability to stay focused and remain on taskDoes the student demonstrate:

• No change at all or very little change

• Some improvement

• Substantial improvement

• Student’s active participation in class discussions

• Student’s demonstration of understanding of what he/she is reading

• Student’s interest in what he/she is learning

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Progress…

• Student’s grades, performance on assessments, behaviorDoes the student demonstrate:

• No change at all or very little change

• Some improvement

• Substantial improvement

• Student’s attitude toward school or self-confidence as a learner

• Student’s active participation in the transition planning process

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http://aem.cast.org

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Join us on September 29th!

Acquiring Accessible Digital Materials: What to Look For! What to Ask For!

Tuesday, September 29, 2015 2:00-3:00 EDT

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We’re always just a fingertip away!

Joy Zabalajzabala@cast.org

AEM Teamaem@cast.org

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1-Minute Evaluation

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