A resource for understanding the PEIMS coding system related to assistive technology. 1 Developed by Region 4 Education Service Center

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Estella Henderson
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1 A resource for understanding the PEIMS coding system related to assistive technology 1 Developed by Region 4 Education Service Center

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3 Can analyze data by state, region, district, and campus Can analyze by data elements such as disability categories grade and age levels instructional arrangement Can use for trends, accountability, goal setting and improvement planning purposes 3

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5 Total students 5,232,000 Sp. Ed. students 451,600 Sp. Ed. students 8.6 % of total students Coded as AT 71,500 Coded as AT 15.8% of Sp. Ed. Coded as AT 1% of total students 5

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7 The greater the number of students reported as using AT; the greater the collective voice and the greater the likelihood that the voice will be heard. 7

8 Supports promotion of: Appropriate accessibility accommodations in high stakes testing Procurement of accessible materials Inclusion in technology planning, budgeting, and IMA processes 8

9 Students with disabilities are held accountable for meeting the same accountability standards as their peers. High stakes accountability online tests have built-in accommodations Students not allowed to use same AT on tests as they use in the classroom 9

10 Accessible materials are usable by the widest range of student variability regardless of media type including: Specialized formats of print instructional materials (i.e., braille, large print, audio and digital text) Digital materials created from the start with broad accessibility features. 10

11 Benefits: Promotes contract language that includes accessibility features to avoid purchases of inaccessible materials and technology Eliminates costly accommodations and need to purchase separate instructional materials 11

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13 Not all students who need AT, receive it Some students need and use classroom technology but it is not included in IEP Lack of knowledge of definition of AT devices and services Inaccurate information given to PEIMS clerks 13

14 Inaccurate information collected by software programs used by districts to collect and report data for PEIMS Some programs incorrectly indicate that the AT indicator should only be coded positively if it is delivered as a related service. The AT indicator should be coded positively if it is delivered as special education, related service, or supplementary aids and services. 14

15 15 Developed by Region 4 Education Service Center

16 Ensure AT is considered in development and revision of IEP, provided when needed and implemented successfully Ensure AT is included in the IEP when used and needed in the classroom Provide training to school personnel related to the definition and range of AT devices and services 16

17 Determine if AT is being coded accurately and consistently on data sheets Provide data entry training for PEIMS clerks Determine if the software program used by the district accurately collects the AT data Remember, the AT indicator is coded 1 if AT is delivered as part of special education, related services or supplementary aids and services. 17

18 18 Developed by Region 4 Education Service Center

19 163 Student Data Record Special Ed record reported for each student receiving special education and related services. EO997 AT Data Element reported on the 163 record and is defined in the PEIMS Data Standards. Note: The definition of AT devices and services is the same in PEIMS as IDEA. If AT is included in the IEP, it should be coded in PEIMS. 19

20 Code Table CO88 - Participation code for the AT indicator Code 0 if the student is not receiving AT devices and /or services. Code 1 if the student is receiving devices and/or services. 20

21 means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities. 34 CFR Section

22 means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. 34 CFR Section

23 23 Developed by Region 4 Education Service Center

24 Is it true that AT should only be coded as a 1 when provided as a related service? No, AT devices and/or services must be made available if required as part of a child s special education, as a related service, or as supplementary aids and services. 34 CFR Section

25 How should no tech or low tech items be coded? Based on the definition of AT, items range from no/low to high tech; and, if the no/low tech items are used by a student to improve functional capability, they should be included in the IEP and the AT indicator should be coded 1. 25

26 What about adaptive equipment provided by related service personnel? Is the adaptive equipment considered AT? Yes, the definition of AT includes any item that improves functional capabilities. 26

27 What if a student is using the same technology that other students in the classroom are using, should this technology be included in the IEP? The answer is yes if the student needs the technology in order to access the curriculum and accomplish tasks. 27

28 Is a calculator AT? The answer is yes if the student requires the calculator in order to access the curriculum. For example, a student with a learning disability in math or a physical disability might require a calculator to execute math problems. If so, the calculator should be included in the IEP and by definition would be AT. 28

29 Is an AT evaluation required before an item can be coded as AT? The answer is no there is no requirement that a formal AT evaluation must be completed. If the ARD Committee determines that the student needs the item in order to improve functional capabilities, then it should be included in the IEP and coded as AT in PEIMS. 29

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Assistive Technology and PEIMS

1 of 5 Assistive Technology and PEIMS SELN September 2009 Kathy Clapsaddle, M.S., CCC SLP (kathy.clapsaddle@esc13.txed.net) Assistive Technology Underreported in PEIMS 2006 07: 487,000 identified special