A Brief Introduction to The AIM Consortium by moti

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									A Brief Introduction to
The AIM Consortium
CAST, Delaware, Georgia, Iowa,
Louisiana, Massachusetts, Maine,
Michigan, Minnesota, Missouri,
New York, Pennsylvania, Utah,
Vermont, Wisconsin, Wyoming
                 Development at Two Levels


State and Local
Education Agencies




              Student IEP Teams
          Three Goals of the AIM Consortium


1. Facilitate the development of State systems
   for increasing the awareness and timely
   provision of accessible instructional materials
   via NIMAS/NIMAC for qualifying students and
   other means for non-qualifying students.
          Three Goals of the AIM Consortium


2. Ensure that State systems for the
   identification, acquisition, and use of
   accessible instructional materials employ high
   quality procedures and practices
          Three Goals of the AIM Consortium


3. Produce related products and services
   scalable and made available to all States,
   OAs, and FAS, thus contributing to improving
   outcomes for all students with print disabilities
AIM Consortium Activities
     in Three Areas

• Coordinated Central Services
• Focused State Activities
• Best Practices Products and Services
                     Coordinated Central Services

• Work with states to develop new models of integrated
  systems that coordinate NIMAC and non-NIMAC needs
  of students with print disabilities
• Facilitate all Consortium activities including budget and
  project oversight
• Establish AIM Consortium Steering and Quality Review
  Committees
                          Coordinated Central Services

•   Conduct general communication via Web site, mailing
    list, and teleconferences
•   Develop:
    •   A specific Knowledge Base of online resources
    •   Resources for professional development, technical
        assistance, and Webinars
    •   Systems to improve general and special education
        communications and resource sharing
                    Coordinated Central Services


•   Collect data for evaluating progress
•   Coordinate with the NIMAS Centers, NIMAC, and
    other TA centers
•   Report to OSEP and AIM members
                                Focused State Activities
•   Develop data management and tracking systems for
    administering NIMAS files and delivering instructional
    materials in accessible formats.
•   Modify State/LEA systems currently using other file
    formats to use NIMAS files
•   Develop and implement a plan for providing
    professional development designed to improve the
    capacity of LEAs to select, acquire, and use accessible
    instructional materials
                                Focused State Activities

•   Develop and implement a plan for leveraging existing
    resources within the member States, including using
    regional and national resources
•   Modify State/LEA systems currently using other file
    formats to use NIMAS files
•   Improve States’ communications regarding accessible
    instructional materials and NIMAS by developing talking
    points and a core message for sharing with others
                                 Focused State Activities
•   Coordinate with the NIMAC and determine best
    practices for the designation of authorized users and
    their use of NIMAS files
•   Develop and implement a plan for assigning titles of
    printed textbooks and related printed core materials to
    conversion organizations or vendors that will prepare
    student-ready versions
•   Develop and implement a plan to support institutional
    memberships in national accessible materials
    producers
         Best Practices Products and Services

• Funded through sub-awards to States or other
  qualified vendors

• Services or materials beneficial to the member
  States and scalable to all States, OAs, and FAS
     Quality Indicators for
Accessible Instructional Materials
                              Quality Indicators for
                  Accessible Instructional Materials

• Designed to describe the critical attributes of a
  comprehensive set of mechanisms, supports, guidelines,
  policies, practices, etc. that are aligned across agencies
  to address this requirement

• Designed to support analysis of current status and
  planning for growth at all organizational levels
                           Quality Indicators for
               Accessible Instructional Materials

1. The education agency supports the provision of
   appropriate, high-quality instructional materials in
   specialized formats to all students with print
   disabilities who require them.
2. The education agency supports the provision of
   appropriate specialized formats in a timely manner.
                           Quality Indicators for
               Accessible Instructional Materials

3. The education agency develops and
   implements written guidelines to define the
   responsibilities and actions needed for effective and
   efficient provision of specialized formats.
4. The education agency supports professional
   development and technical assistance to facilitate the
   identification of students with print disabilities, as well
   as selection, acquisition, and use of appropriate
   specialized formats.
                            Quality Indicators for
                Accessible Instructional Materials
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.
6. The education agency uses data to guide changes that
   support continuous improvement.
7. The education agency allocates resources sufficient to
   ensure the delivery of quality services to students with
   print disabilities.
AIM Consortium Staff at CAST

       •   David Rose
       •   Skip Stahl
       •   Chuck Hitchcock
       •   Joy Zabala
       •   David Gordon
       •   Jenna Wasson
       •   Richard Jackson
       •   Anita Simpson

								
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