Statement
The state and local educational agencies (SEA and LEAs) continuously measure progress toward a sustainable coordinated system for the provision and use of accessible formats for eligible students with disabilities.
Intent
While protecting student privacy, data are routinely collected and used to assess the effectiveness of all areas of the system and inform actions needed to improve practice, program planning, and resource allocation. The targets of self-assessment are clearly defined to help the agency ensure that students who need accessible formats are identified as early as possible and that those students receive high-quality, usable materials in a timely manner.
Critical Components
To effectively address Quality Indicator AF6, the following components should be present:
AF6.1 Data on Accessible Format Needs
Methods for securely collecting and reporting the number of students with disabilities who require accessible formats.
- By grade level
- By disability category
- By other demographics (e.g., gender, race, school/district)
- By type of accessible format required
AF6.1 Self-Assessment Scoring Matrix
| Not Started | Emerging | Operationalizing | Scaling & Sustainability |
|---|---|---|---|
| The need for collecting and reporting data on the number of students with disabilities who require accessible formats has not yet been considered. | The SEA is considering options for collecting and reporting data from LEAs on the number of students with disabilities who require accessible formats. Discussions are happening between the agency’s special education, data, and IT teams. Independent of the SEA, the LEA is considering options for collecting and reporting data on the number of students with disabilities who require accessible formats. Discussions are happening between the agency’s special education, data, and IT teams. | The SEA has developed a system for securely collecting and reporting data on the number of students who require accessible formats. The data are disaggregated by some categories. The system is being tested with a cohort of pilot LEAs. Feedback from all parties at the SEA and LEA levels is informing improvements to the secure system. Independent of the SEA, the LEA has developed a system for securely collecting and reporting data on students who require accessible formats. The data are disaggregated by some categories. The system is being tested with a cohort of schools. Feedback from all parties at the LEA and school levels is informing improvements to the secure system. | The SEA has a fully operational and secure system for collecting and reporting data from LEAs on the number of students who require accessible formats. LEAs follow protocols provided by the SEA to securely and accurately provide the data. The data are disaggregated by all categories. The SEA and LEAs regularly use the data to track progress, inform decision-making, and refine policies and guidelines related to the provision and use of accessible formats. Independent of the SEA, the LEA has a fully operational and secure system for collecting and reporting data from schools on the number of students who require accessible formats. Schools follow protocols provided by the LEA to securely and accurately provide the data. The data are disaggregated by all categories. The LEA and schools regularly use the data to track progress, inform decision-making, and refine policies and guidelines related to the provision and use of accessible formats. |
The scoring matrix is part of the Quality Indicator Self-Assessment Tools.
AF6.2 Data on Accessible Format Provision
Methods for securely collecting and reporting the number of students with disabilities who require and are provided accessible formats.
- By grade level
- By disability category
- By other demographics (gender, race, school/district)
- By type of accessible format provided
AF6.2 Self-Assessment Scoring Matrix
| Not Started | Emerging | Operationalizing | Scaling & Sustainability |
|---|---|---|---|
| The need for collecting and reporting data on the number of students with disabilities who require and are provided accessible formats has not yet been considered. | The SEA is considering options for collecting and reporting data from LEAs on the number of students with disabilities who require and are provided accessible formats. Discussions are happening among the agency’s special education, data, and IT teams. Independent of the SEA, the LEA is considering options for collecting and reporting data from schools on the number of students with disabilities who require and are provided accessible formats. Discussions are happening among the agency’s special education, data, and IT teams. | The SEA has developed a system for securely collecting and reporting data from LEAs on the number of students who require and are provided accessible formats. The data are disaggregated by some categories. The system is being tested with a cohort of pilot LEAs. Feedback from all parties at the SEA and LEA levels is informing improvements to the secure system. Independent of the SEA, the LEA has developed a system for securely collecting and reporting data from schools on the number of students who require and are provided accessible formats. The data are disaggregated by some categories. The system is being tested with a cohort of schools. Feedback from all parties at the LEA and school levels is informing improvements to the secure system. | The SEA has a fully operational and secure system for collecting and reporting data from LEAs on the number of students who require and are provided accessible formats. LEAs follow protocols provided by the SEA to securely and accurately provide the data. The data are disaggregated by all categories. The SEA and LEAs regularly use the data to track progress, inform decision-making, and refine policies and guidelines related to the provision and use of accessible formats. Independent of the SEA, the LEA has a fully operational and secure system for collecting and reporting data from schools on the number of students who require and are provided accessible formats. Schools follow protocols provided by the LEA to securely and accurately provide the data. The data are disaggregated by all categories. The LEA and schools regularly use the data to track progress, inform decision-making, and refine policies and guidelines related to the provision and use of accessible formats. |
AF6.3 Track Delivery Times
Methods for securely collecting and reporting the number of days between the date the accessible format is required (for timely manner) and the date it is provided to the student with a disability.
- By student detail (grade level, disability category, other demographics)
- By accessible format type
AF6.3 Self-Assessment Scoring Matrix
| Not Started | Emerging | Operationalizing | Scaling & Sustainability |
|---|---|---|---|
| The need for collecting and reporting data on the timeliness with which accessible formats are provided has not yet been considered. | The SEA is considering options for collecting and reporting data from LEAs on the number of days between the date the accessible format is required (for timely manner) and the date it is provided. Discussions are happening among the agency’s special education, data, and IT teams. Independent of the SEA, the LEA is considering options for collecting and reporting data from schools on the number of days between the date the accessible format is required (for timely manner) and the date it is provided. Discussions are happening among the agency’s special education, data, and IT teams. | The SEA has developed a system for securely collecting and reporting data from LEAs on the number of days between the date the accessible format is required (for timely manner) and the date it is provided. The data are disaggregated by some categories. The system is being tested with a cohort of pilot LEAs. Feedback from all parties at the SEA and LEA levels is informing improvements to the secure system. Independent of the SEA, the LEA has developed a system for securely collecting and reporting data from schools on the number of days between the date the accessible format is required (for timely manner) and the date it is provided. The data are disaggregated by some categories. The system is being tested with a cohort of schools. Feedback from all parties at the LEA and school levels is informing improvements to the secure system. | The SEA has a fully operational and secure system for collecting and reporting data from LEAs on the number of days between the date the accessible format is required (for timely manner) and the date it is provided. LEAs follow protocols provided by the SEA to securely and accurately provide the data. The data are disaggregated by all categories. The SEA and LEAs regularly use the data to track progress, inform decision-making, and refine policies and guidelines related to the provision and use of accessible formats. Independent of the SEA, the LEA has a fully operational and secure system for collecting and reporting data from schools on the number of days between the date the accessible format is required (for timely manner) and the date it is provided. Schools follow protocols provided by the LEA to securely and accurately provide the data. The data are disaggregated by all categories. The LEA and schools regularly use the data to track progress, inform decision-making, and refine policies and guidelines related to the provision and use of accessible formats. |
AF6.4 Student Feedback
Methods for protecting student privacy while collecting feedback from students about their use of accessible formats, and use of this information to make corrections and improvements.
AF6.4 Self-Assessment Scoring Matrix
| Not Started | Emerging | Operationalizing | Scaling & Sustainability |
|---|---|---|---|
| The need to collect feedback from students about their use of accessible formats has not yet been considered. | LEAs are planning how to collect feedback from students about their use of accessible formats. Staff are consulting privacy experts and drafting data collection plans that comply with FERPA and other privacy laws. Planning includes identifying methods (e.g., surveys, interviews, personal communications) and protocols that anonymize responses and protect students’ identities. Special education case managers are being consulted about methods for securely collecting feedback directly from students on their caseloads. | LEAs are beginning to collect anonymized or de-identified feedback from students about their use of accessible formats, with documented procedures to protect privacy. Additionally, special education case managers are using an agency-approved protocol to report direct feedback from students on their caseload. Feedback is being analyzed and used to identify improvements in the timely delivery and quality of accessible formats provided to students. | LEAs routinely collect, review, and act on feedback from students about their use of accessible formats, collected through privacy-protected methods. Feedback is gathered from students with a range of disabilities and who use different types of accessible formats. Feedback is systematically analyzed and used to improve the quality and timely delivery of accessible formats provided to students. |
AF6.5 Family Feedback
Methods for protecting student and family privacy while collecting feedback from families of students with disabilities about their observations related to their children’s use of accessible formats, and use of this information to make corrections and improvements.
AF6.5 Self-Assessment Scoring Matrix
| Not Started | Emerging | Operationalizing | Scaling & Sustainability |
|---|---|---|---|
| The need to collect feedback from families about their observations of their children’s use of accessible formats has not yet been considered. | LEAs are planning how to collect feedback from families about their children’s use of accessible formats. Staff are consulting privacy experts and developing procedures to protect both student and family identity. Tools and communication methods that are inclusive and accessible (e.g., translated surveys, plain language) are being identified. | LEAs are beginning to collect feedback from families through privacy-protected methods, such as de-identified surveys, opt-in interviews, and discussions during IEP meetings. Feedback is being analyzed and used to identify improvements in the timely delivery and quality of accessible formats provided to students. | LEAs routinely collect, review, and act on family feedback about their children’s use of accessible formats. Collection methods are accessible, multilingual, and protect student and family privacy. Feedback is systematically analyzed and used to improve the quality and timely delivery of accessible formats provided to students. |
AF6.6 Educator Feedback
Methods for protecting student privacy while collecting data from educator observations of the use of accessible formats by students with disabilities, and use of this information to make corrections and improvements.
AF6.6 Self-Assessment Scoring Matrix
| Not Started | Emerging | Operationalizing | Scaling & Sustainability |
|---|---|---|---|
| The need to collect feedback from staff observations of the use of accessible formats by students with disabilities has not yet been considered. | LEAs are planning how to securely collect and use staff feedback about their observations of the use of accessible formats by students with disabilities. General education and special education staff, including paraprofessionals and related service providers, are being consulted about potential protocols. | LEAs are beginning to collect feedback from staff via a set protocol that maintains student privacy (e.g., direct communication with case managers, online form submission, weekly staff meeting). Feedback is being analyzed and used to identify improvements in the timely delivery and quality of accessible formats provided to students. | LEAs routinely collect, review, and act on observations reported from staff. Internal feedback loops are well-established, and improvements are made based on real-time observations and data analysis. Feedback is systematically analyzed and used to improve the quality and timely delivery of accessible formats provided to students. |
AF6.7 Consider IDEA Part B Data
A means to consider a student’s potential need for accessible formats when analyzing IDEA Part B data.
- For data indicating that a student is not making expected progress in subject areas, a team considers whether the formats of curriculum materials or the design of educational technologies used for teaching, learning, and assessment are presenting functional barriers, such as physical, sensory, or perceptual.
- For data indicating that a student is experiencing suspension, expulsion, or risk of dropping out, a team considers whether functional barriers to educational materials are interfering with efforts to promote Multi-Tiered Systems of Support (MTSS) or Positive Behavioral Interventions and Supports (PBIS).
AF6.7 Self-Assessment Scoring Matrix
| Not Started | Emerging | Operationalizing | Scaling & Sustainability |
|---|---|---|---|
| The need to consider a student’s potential need for accessible formats when analyzing IDEA Part B data has not yet been considered. | The SEA and LEAs (“the agency”) are planning how to use IDEA Part B data to identify a student’s potential need for accessible formats. Existing IDEA Part B data analysis procedures are being reviewed to identify barriers to progress or positive behavior that may be related to the need for accessible formats. | The agency is beginning to use IDEA Part B data via a system that includes consideration of students’ potential need for accessible formats when data indicate lack of progress or behavioral concerns. The agency is working to ensure that this process is integrated into routine data analysis. | The agency has fully integrated the consideration of accessible formats into the analysis of IDEA Part B data. When student progress or behavior is not meeting expectations, teams consistently consider whether curriculum materials or educational technologies are presenting functional barriers. This consideration is a routine and consistent part of the data analysis process, and actionable steps are taken to address any identified barriers. |