Navigating Your Way to AIM in the IEP

Navigating Your Way to AIM in the IEP: Who Needs AIM and Where Does AIM Fit? Joy Zabala and Diana Carl National Center on Accessible Instructional Materials at CAST Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

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? Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

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. Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

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 Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

Who Needs AIM? Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

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. Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

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. Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

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. Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

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! Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

Brief Overview of IEPs Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

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 (Mc. Laughlin & Warren, 1995) Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

Cycle of Access, Involvement, and Progress in the General Education Curriculum (IDEA) (1) (3) Access Progress Make progress in the curriculum Perceive information in the curriculum (2) Involvement Participate in the curriculum Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

Connection to AIM Access Independence Involvement Participation Progress Achievement Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

IEP Development and AIM Where might AIM be considered and documented? Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

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 Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

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. Audio: Dial 877 -512 -6886 Conference ID 1004121004 Does the student need AT to access specialized formats (braille, audio, digital and/or large print)? http: //aim. cast. org

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 Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

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. Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

Putting It Into Action Example of a present levels statement that mentions AIM: Carl is a 6 th grade student who has a learning disability. He reads printed materials independently at the 4 th grade level. He successfully reads digital text formats of grade level textbooks and printed materials used across the general curriculum. Note to Team: Current use of AIM Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

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 Audio: Dial 877 -512 -6886 Conference ID 1004121004 AIM Considerations Does the student need AT or braille instruction in relation to AIM? Does the student need AT to perceive and interact with specialized formats of printed materials (e. g. , digital text, audio, digital braille)? http: //aim. cast. org

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 Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

Annual Goals and AIM Requirements State measurable annual goals, including academic and functional goals. 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? 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. Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

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. Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

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. Audio: Dial 877 -512 -6886 Conference ID 1004121004 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? http: //aim. cast. org

IEP Development and AIM Supports for Use of AIM • • • Technology Training Instructional strategies Support services Accommodations and/or modifications Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

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 Audio: Dial 877 -512 -6886 Conference ID 1004121004 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. Audio: Dial 877 -512 -6886 Conference ID 1004121004 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? http: //aim. cast. org

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 allowable parts of the assessment • Scribe: Text input through independent use of word prediction software on allowable parts of the assessment Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

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. Audio: Dial 877 -512 -6886 Conference ID 1004121004 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? http: //aim. cast. org

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. Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

Questions and Comments Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org

Thank you for joining us! AIM Center Webinar Evaluation 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. https: //www. surveymonkey. com/s/AIMinthe. IEPAug 2014 Audio: Dial 877 -512 -6886 Conference ID 1004121004 http: //aim. cast. org