Step 5 provides guidance for provision  and accountability for AIM.  After a student has been identified as requiring AEM, it is important to ensure that the student has access to the AT and the AEM that are required.  This step provides planning guidance and paper and digital tools to provide a record of provision and use.  This record can be used to assist in identification of trends in provision and nonprovision (and use) to help guide interventions.  

It is important to consider that the goal of this step is to provide 100% of the required AEM.  The standard that is applied to a typical reader's access to text and print materials must be the same standard that is applied to the student who requires access to the information in text or print in an accessible format.  The typical reader cannot and  should not be denied access nor should the student who requires AEM.  Without use of a voluntary accountability system, it will not be clear when AEM is provided and when it is not.  For students who require AEM, sporadic provision can result in limited use because of availability and an inability to rely on the presence of accessible materials.  To build successful use of text and print for students who are not able to read at grade level, consistent, it is important to document consistent and timely provision and to provide the student supports that are required for effective use.   

Use the Documentation of Completion of the 5-Step Process for all Students to document these steps/activities for all students within a caseload or roster. For district-wide accountability, use the 5-Step AIM Process Documentation for District - Sheet 1.  

The requirement for consideration of AIM is a mandatory step in the development of all IEPs.  For students with a reading goal text and print are required for learning, engagement and demonstration of skills and yet may not be accessible.  For these students, equitable consideration of each student's requirement for AIM can make the difference between an independent learner and one who requires the constant support of adult intervention to read, guide and write for the student.  

The Five-Step Process for AIM was developed to provide a step-by-step approach to equitable consideration of supports for students with disabilities who are not reading at grade level.  By addressing the potential needs of all students who are not reading at grade level, a  a school culture that systematically and systemically provides  learning supports to the benefit of all learners can be developed.  

This step by step process provides a system of voluntary accountability for the needs of all students in the area of access to text and print.  Additional tools are located on this page to provide accountability for provision and use of AIM and related AT for individual students.   

1:1 in Iowa

This link will direct you to a map of voluntarily reported 1:1 school districts in Iowa.  https://www.aea267.k12.ia.us/techintegration/current-initiatives/one-to-one/1-to-1-schools-in-iowa/   These screenshots show expansion from August 2015 to March 2017.  Use the link to go to the interactive map and to view the device legend. 

• Host informational sessions during parent-teacher conference days 

• Host a summer academy for students and/or educators.

• Introduce a section to all technology and media specialist meetings with information, demonstration and hands-on.

• Host a student speaker at district and building meetings to discuss the implications of use.

• Include information in each district newsletter.

• Use the technology yourself in your meetings, in front of students, in front of other staff, families, etc.

• Provide direct instruction on the use of the technology to all students.

• Identify student ambassadors in each period of the school day to support student use in learning centers, media areas, technology labs, etc.

• Introduce the topic to local libraries and encourage use