AIM

Important information for all educators, parents and student regarding AIM in Iowa - Iowa DOE True AIM: Click here

AIM topics are located below and in the navigation panel.

AIM Assessment [Steps 1,2 and 3]

AIM - IEP [Step 4]

AIM - Provision and Accountability [Step 5]

AIM - Backup

Products - AIM - Access to Text and Print

AIM - Materials to Support Families

Resources - Sources for Digital Text and Other Information

National Center for Accessible Educational Materials

For the most current information about AIM and AEM, visit the National Center for Accessible Educational Materials website: www.aem.cast.org This video is available on that site along with information and resources.

AIM and AEM - What is the difference?

What are accessible instructional materials (AIM)? Answer from www.cast.org "Accessible instructional materials, or AIM, refers to print-based educational materials that are converted into specialized formats (e.g., braille, large print, audio and digital text). As IDEA (the Individuals with Disabilities Education Act) specifically focuses on the provision of accessible formats of print instructional materials, the term AIM is used when referring to accessible materials related to the requirements of the IDEA statute and regulations.”

What are accessible educational materials (AEM) ? Answer from www.cast.org "Accessible educational materials, or AEM, are print- and technology-based educational materials, including printed and electronic textbooks and related core materials that are designed or enhanced in a way that makes them usable across the widest range of learner variability, regardless of format (e.g. print, digital, graphic, audio, video)."

Read more about the difference between AIM and AEM at: http://aem.cast.org/about/aem-aim.html#.WNp1dG8rLIU.

Brief Notes re. AIM

The AIM checkbox on the Iowa IEP indicates that the student requires Accessible Instructional Materials. The name, accessible instructional materials (AIM), was changed at a national level to accessible educational materials (AEM) to address print-based materials (AIM) as well as other materials used in learning. Iowa continues to use AIM within the IEP and in supporting documents.
Decisions related to the requirement for AIM and the particular type of AIM (e.g. digital text with a text reader) should be made based on data related to the student’s reading and use of the selected accommodation(s) (e.g. digital text with a text reader).
If a student has a reading goal on an IEP, that student: 1. Has an identified disability (by virtue of the existence of the IEP) and 2. Is reading below grade level (by virtue of the existence of a reading goal).
For each student with a reading goal, the IEP team should know whether or not that student requires AIM in order to access and benefit from the general curricular materials. This information should be clearly stated in the IEP.
The Five-Step process for determination of requirement for AIM should be completed for each student with a reading goal. For some students, this process will end at Step 2, Screening. For other students, the screening will indicate the need to further assess the student’s use of accommodations that may include AIM.
Additional pages in this section outline a process for comprehensive review of all students within a roster and/or district. This process, a systematic and systemic approach to identifying student needs, helps to ensure equitable consideration for all students. A district's voluntary accountability for this process and for provision and implementation of AT and AIM can help to develop an educational culture of access and inclusion that should result in maximizing educational and life opportunities for students with reading difficulty.
NOTE: A student's requirement for AIM does not preclude continuation of targeted interventions for the development of typical independent reading. Accommodations for access to text and print and the interventions to support reading development are not mutually exclusive and should be considered as part of a student's comprehensive supports to: 1. Provide access to information and learning while independently reading is below grade level and 2. Provide interventions that support development of independent reading. This AIM guidance is provided to help determine need for alternate and accessible forms of print and text to students who require AIM in order to provide access to, engagement with and demonstration of learning of core curricular materials. Reading instruction should continue as determined by the educational team and as defined in the IEP to develop independent reading with comprehension to the highest level possible for each student with consideration to both remediation and compensation.

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