WEBVTT 1 00:00:00.000 --> 00:00:02.583 (upbeat music) 2 00:00:09.370 --> 00:00:11.740 -(Narrator) Welcome to The Accessible Learning Experience 3 00:00:11.740 --> 00:00:13.560 where we help you turn learning barriers 4 00:00:13.560 --> 00:00:15.480 into learning opportunities. 5 00:00:15.480 --> 00:00:16.700 On this episode, we're joined 6 00:00:16.700 --> 00:00:18.800 by Carson Cochran and Somer Smith 7 00:00:18.800 --> 00:00:21.920 to discuss their state-district partnership in Georgia. 8 00:00:21.920 --> 00:00:23.150 Carson is a program manager 9 00:00:23.150 --> 00:00:25.230 for the Georgia Department Of Education 10 00:00:25.230 --> 00:00:27.350 and Somer's an assistive technology specialist 11 00:00:27.350 --> 00:00:29.470 from Marietta City Schools. 12 00:00:29.470 --> 00:00:31.660 Georgia is one of seven states participating 13 00:00:31.660 --> 00:00:33.610 in the National AEM cohort. 14 00:00:33.610 --> 00:00:34.730 With technical assistance 15 00:00:34.730 --> 00:00:36.920 and support from the National AEM Center, 16 00:00:36.920 --> 00:00:38.697 cohort states bring together state level leaders 17 00:00:38.697 --> 00:00:41.037 and leaders from three to five selected school districts 18 00:00:41.037 --> 00:00:44.460 to develop coordinated systems for the timely 19 00:00:44.460 --> 00:00:47.180 provision of high quality accessible educational materials 20 00:00:47.180 --> 00:00:49.410 and technologies for all learners, 21 00:00:49.410 --> 00:00:51.820 especially students who need them due to disability. 22 00:00:51.820 --> 00:00:53.000 Carson and Somer share some 23 00:00:53.000 --> 00:00:54.950 of the lessons they've learned as their partnership 24 00:00:54.950 --> 00:00:57.920 in Georgia has grown, and stay tuned to the end 25 00:00:57.920 --> 00:01:00.900 to learn about an exciting IEP initiative, Take A Minute. 26 00:01:00.900 --> 00:01:02.880 Now let's turn to our conversation 27 00:01:02.880 --> 00:01:04.280 with Carson and Somer. 28 00:01:04.280 --> 00:01:06.480 - (Luis) Welcome Carson and Somer. 29 00:01:06.480 --> 00:01:08.300 So great to have you on the podcast. 30 00:01:08.300 --> 00:01:11.140 We are so excited to have this conversation with you. 31 00:01:11.140 --> 00:01:14.310 So we'll go ahead and jump right into it, so Somer, 32 00:01:14.310 --> 00:01:17.410 tell us a little bit about yourself and your experiences 33 00:01:17.410 --> 00:01:19.990 supporting learners who use accessible materials 34 00:01:19.990 --> 00:01:21.370 and technologies. 35 00:01:21.370 --> 00:01:22.350 Is there an experience 36 00:01:22.350 --> 00:01:25.260 that stands out in shaping your approach to this work? 37 00:01:25.260 --> 00:01:26.497 - (Somer) Great question, Luis. 38 00:01:26.497 --> 00:01:29.140 I'm Somer Smith, the assistive technology specialist 39 00:01:29.140 --> 00:01:31.600 in Marietta City School District in Georgia. 40 00:01:31.600 --> 00:01:34.500 My background is in speech language pathology, 41 00:01:34.500 --> 00:01:36.380 and I've always had a passion 42 00:01:36.380 --> 00:01:41.050 for students who use AAC communication devices, 43 00:01:41.050 --> 00:01:44.320 because I feel like everyone needs to have a voice, 44 00:01:44.320 --> 00:01:48.270 but I did have an experience with my daughter who has 45 00:01:48.270 --> 00:01:52.500 a diagnosis of dyslexia and trying to get the 46 00:01:52.500 --> 00:01:55.540 accessible materials that she needed 47 00:01:55.540 --> 00:01:57.240 in school to be successful 48 00:01:57.240 --> 00:02:00.520 and going through the IEP process as a parent, 49 00:02:00.520 --> 00:02:04.350 kind of opened my eyes to a lot of the needs 50 00:02:04.350 --> 00:02:06.300 that our students do have. 51 00:02:06.300 --> 00:02:08.470 And I have since had a career change 52 00:02:08.470 --> 00:02:11.760 from speech language pathology into assistive technology 53 00:02:11.760 --> 00:02:16.010 so I could help more families through the process and make 54 00:02:16.010 --> 00:02:18.830 it a little bit easier for them to get the accessible 55 00:02:18.830 --> 00:02:20.560 educational materials that they need. 56 00:02:20.560 --> 00:02:23.710 - (Luis) Thanks for sharing that personal experience Somer 57 00:02:23.710 --> 00:02:25.540 for so many of us, it is personal. 58 00:02:25.540 --> 00:02:28.310 That's what brings us into this work. 59 00:02:28.310 --> 00:02:30.530 So I really appreciate that, and Carson, 60 00:02:30.530 --> 00:02:33.070 how about you, how did you get started in this work? 61 00:02:33.070 --> 00:02:36.770 What's your why for accessible materials and technologies? 62 00:02:36.770 --> 00:02:38.700 - (Carson) >Hi, I'm Carson Cochran. 63 00:02:38.700 --> 00:02:41.540 I am the program manager of the Georgia Instructional 64 00:02:41.540 --> 00:02:44.640 Materials Center with the Georgia Department Of Education. 65 00:02:44.640 --> 00:02:49.550 I'm here as a representative of the state and part of 66 00:02:49.550 --> 00:02:52.520 a very exciting cohort 67 00:02:52.520 --> 00:02:55.550 of seven states that are participating 68 00:02:55.550 --> 00:03:00.550 in a four year process to improve state-wide support 69 00:03:00.650 --> 00:03:02.963 for districts in the acquisition 70 00:03:02.963 --> 00:03:06.362 and implementation of accessible technologies 71 00:03:06.362 --> 00:03:09.590 and accessible educational materials. 72 00:03:09.590 --> 00:03:13.300 Luis, I have kind of the same path as Somer. 73 00:03:13.300 --> 00:03:15.200 I'm a speech language pathologist 74 00:03:15.200 --> 00:03:17.970 and worked extensively with children. 75 00:03:17.970 --> 00:03:22.660 In K through 12 and actually adults who were non-verbal. 76 00:03:22.660 --> 00:03:24.970 And I'm reminded of an experience 77 00:03:24.970 --> 00:03:28.580 that I had when I was relatively new to the field. 78 00:03:28.580 --> 00:03:33.580 And I'm trying to do an evaluation on a non-verbal student 79 00:03:33.720 --> 00:03:37.900 with cerebral palsy and the communication system 80 00:03:37.900 --> 00:03:41.640 that I was using had a kind of an evaluation package 81 00:03:41.640 --> 00:03:44.830 built into it, being new, that's all I knew to do. 82 00:03:44.830 --> 00:03:46.040 So I was trying to add, 83 00:03:46.040 --> 00:03:48.330 and I was asking him questions to identify 84 00:03:48.330 --> 00:03:52.050 and touch objects, and then it came to the reading part. 85 00:03:52.050 --> 00:03:54.950 This was a high school student who is extremely bright, 86 00:03:54.950 --> 00:03:57.130 but I realized he couldn't read. 87 00:03:57.130 --> 00:03:59.840 And part of the reason that he couldn't read was 88 00:03:59.840 --> 00:04:03.210 because he had never interacted with text independently. 89 00:04:03.210 --> 00:04:06.300 It was always read to him or he had been guided 90 00:04:06.300 --> 00:04:09.930 through it and he lacked the independence of being able 91 00:04:09.930 --> 00:04:13.420 to read and I never will forget that experience, 92 00:04:13.420 --> 00:04:16.110 and just the look on his face and the embarrassment 93 00:04:16.110 --> 00:04:19.220 on both our faces of me asking him 94 00:04:19.220 --> 00:04:23.140 to do something that he couldn't do and him not being able 95 00:04:23.140 --> 00:04:25.380 to read and he should have been able to. 96 00:04:25.380 --> 00:04:26.700 - (Luis) And that's the goal, right, 97 00:04:26.700 --> 00:04:30.290 is to bring about that independence and autonomy. 98 00:04:30.290 --> 00:04:33.220 So I can definitely appreciate that. 99 00:04:33.220 --> 00:04:34.920 Thank you for sharing that experience, Carson. 100 00:04:34.920 --> 00:04:38.490 So we know that teamwork is so important to making sure that 101 00:04:38.490 --> 00:04:41.090 students who need accessible materials and technologies 102 00:04:41.090 --> 00:04:43.540 can get them in a timely manner and are able 103 00:04:43.540 --> 00:04:45.210 to use them to support their learning. 104 00:04:45.210 --> 00:04:47.740 We know that it's important to bring together a team 105 00:04:47.740 --> 00:04:50.290 that can provide different perspectives to this work. 106 00:04:50.290 --> 00:04:51.790 Can you give the audience a sense 107 00:04:51.790 --> 00:04:54.400 of how you're building such a system in Georgia, Carson? 108 00:04:54.400 --> 00:04:55.870 What does that team look like? 109 00:04:55.870 --> 00:04:58.450 Who is on your state team and what are their roles? 110 00:04:58.450 --> 00:05:01.950 - (Carson) It's kind of funny, when we were applying for this cohort, 111 00:05:01.950 --> 00:05:05.570 I had two active applications going at the same time, 112 00:05:05.570 --> 00:05:07.870 trying to figure out who the best person was on the team. 113 00:05:07.870 --> 00:05:09.820 And I have a lot of input 114 00:05:09.820 --> 00:05:12.710 from various individuals in the state, 115 00:05:12.710 --> 00:05:14.870 reached out to folks at CAST to try 116 00:05:14.870 --> 00:05:18.190 to guide me through the situation, but what I found 117 00:05:18.190 --> 00:05:21.360 is that there are key components that are required, right, 118 00:05:21.360 --> 00:05:23.280 to participate in the cohort. 119 00:05:23.280 --> 00:05:26.410 And some of those we've pulled in, 120 00:05:26.410 --> 00:05:30.350 we've got instructional technology, curriculum folks, 121 00:05:30.350 --> 00:05:32.820 we've got school and district effectiveness, 122 00:05:32.820 --> 00:05:34.400 assistive technology. 123 00:05:34.400 --> 00:05:37.620 We went out beyond what we were expected to have. 124 00:05:37.620 --> 00:05:40.600 We pulled in some pre-service teachers 125 00:05:40.600 --> 00:05:43.480 in the university systems, and then we also participate 126 00:05:44.472 --> 00:05:47.240 with the folks that have the Tech Act grant. 127 00:05:47.240 --> 00:05:52.240 But what really happens is that our team is very fluid. 128 00:05:53.290 --> 00:05:57.610 And so what we've really been doing is pulling in 129 00:05:57.610 --> 00:06:00.400 the skills of people across the DOE, 130 00:06:00.400 --> 00:06:03.480 also other organizations to learn more as we come up 131 00:06:03.480 --> 00:06:04.980 on things that, you know, 132 00:06:04.980 --> 00:06:07.330 we're really not sure how to navigate. 133 00:06:07.330 --> 00:06:11.180 We reach out to those in those specific fields 134 00:06:11.180 --> 00:06:12.440 to get more information, 135 00:06:12.440 --> 00:06:15.800 to help us put the package together, if you will. 136 00:06:15.800 --> 00:06:19.449 And I think these connections have also benefited us 137 00:06:19.449 --> 00:06:23.190 as a department, as a valuable resource, 138 00:06:23.190 --> 00:06:25.020 because what we're doing at the DOE 139 00:06:26.000 --> 00:06:28.890 is becoming more mindful about accessibility 140 00:06:28.890 --> 00:06:31.510 of all the materials that we're producing, 141 00:06:31.510 --> 00:06:34.350 whether they're print materials, video materials, 142 00:06:34.350 --> 00:06:37.110 or even if we're just doing face-to-face 143 00:06:37.110 --> 00:06:38.860 trainings or supports, 144 00:06:38.860 --> 00:06:43.010 we want accessibility to be built into everything 145 00:06:43.010 --> 00:06:46.280 that we do, and I think that's a huge growth offset 146 00:06:46.280 --> 00:06:48.610 of this cohort project. 147 00:06:48.610 --> 00:06:51.050 And it's a great benefit. 148 00:06:51.050 --> 00:06:52.830 - (Luis) Love to hear that, Carson, 149 00:06:52.830 --> 00:06:54.570 that it's building that awareness 150 00:06:54.570 --> 00:06:57.420 of accessibility that's extending beyond this work. 151 00:06:57.420 --> 00:06:59.300 And now I know that you're also working 152 00:06:59.300 --> 00:07:00.750 with districts like Somer's, 153 00:07:00.750 --> 00:07:02.690 so tell us a little bit about that. 154 00:07:02.690 --> 00:07:05.620 - (Luis) Well, I always laugh because of Somer's experience 155 00:07:05.620 --> 00:07:08.488 which she'll tell you about in a little while, 156 00:07:08.488 --> 00:07:12.430 I can imagine we'll touch on that, but you know, 157 00:07:12.430 --> 00:07:14.430 it's important for us at the state 158 00:07:14.430 --> 00:07:17.070 to reach out and work with districts 159 00:07:17.070 --> 00:07:19.980 in the support because districts are the 160 00:07:19.980 --> 00:07:23.000 boots on the ground, interacting with the students. 161 00:07:23.000 --> 00:07:25.120 And so, you know what we want 162 00:07:25.120 --> 00:07:27.680 to offer to the districts that we're working with. 163 00:07:27.680 --> 00:07:29.430 And we have three cohort districts that we're working with 164 00:07:29.430 --> 00:07:34.090 and they're in different sizes and different demographics, 165 00:07:34.090 --> 00:07:38.620 so that we can really look at a balance of what we're doing. 166 00:07:38.620 --> 00:07:41.250 But what we want to do is offer support 167 00:07:41.250 --> 00:07:44.860 to the excellence that's going on in the districts already 168 00:07:44.860 --> 00:07:48.817 and providing them tools to implement accessibility 169 00:07:48.817 --> 00:07:52.010 in materials and technologies. 170 00:07:52.010 --> 00:07:54.730 And I'll talk about it in just in just a minute 171 00:07:54.730 --> 00:07:58.240 to really implement an initiative that we've got brewing. 172 00:07:58.240 --> 00:08:00.550 And I think number two, you know, 173 00:08:00.550 --> 00:08:03.050 it's that we're gaining important information 174 00:08:03.050 --> 00:08:06.070 about what the process looks like at a local level. 175 00:08:06.070 --> 00:08:09.630 And so we can share those processes throughout the state 176 00:08:09.630 --> 00:08:10.990 to benefit not only the three districts 177 00:08:10.990 --> 00:08:12.330 that we're working with 178 00:08:12.330 --> 00:08:14.190 but every district in the state of Georgia. 179 00:08:14.190 --> 00:08:17.430 - (Luis) Somer, Carson kind of hinted at your experience 180 00:08:17.430 --> 00:08:19.460 when you were asked to join this partnership. 181 00:08:19.460 --> 00:08:21.027 So can you tell us a little bit about that 182 00:08:21.027 --> 00:08:22.890 and what that was like? 183 00:08:22.890 --> 00:08:26.600 - (Somer) Sure, to be honest, when we got the call from the state, 184 00:08:26.600 --> 00:08:29.820 I was a little nervous because I thought that meant we were 185 00:08:29.820 --> 00:08:32.360 in trouble or we had done something wrong and we had been 186 00:08:32.360 --> 00:08:35.270 working so hard to make changes in our district 187 00:08:35.270 --> 00:08:38.540 that then I was like, oh no, what have we done? 188 00:08:38.540 --> 00:08:41.840 But then he assured me that it's a good thing, 189 00:08:41.840 --> 00:08:42.900 we're not in trouble, 190 00:08:42.900 --> 00:08:45.630 that since we had been trying to make some changes, 191 00:08:45.630 --> 00:08:48.310 we were more of a district that they were looking for. 192 00:08:48.310 --> 00:08:50.590 So our district is a very small district. 193 00:08:50.590 --> 00:08:52.260 We are an inner city district, 194 00:08:52.260 --> 00:08:55.200 but we have a very diverse population 195 00:08:55.200 --> 00:08:59.670 from very affluent families to very low economic status. 196 00:08:59.670 --> 00:09:02.630 We have a lot of students who have multiple languages 197 00:09:02.630 --> 00:09:03.463 within their homes. 198 00:09:03.463 --> 00:09:06.460 So what that means for our district is we have a lot 199 00:09:06.460 --> 00:09:09.440 of needs for the accessible materials. 200 00:09:09.440 --> 00:09:13.660 So once we started with this cohort with the state, 201 00:09:13.660 --> 00:09:16.890 we were so excited and realized that we were not 202 00:09:16.890 --> 00:09:19.300 in trouble and that, so it's actually a great opportunity. 203 00:09:19.300 --> 00:09:23.300 So I think it was fun for Carson because he just saw this 204 00:09:23.300 --> 00:09:25.010 as a great opportunity for everyone. 205 00:09:25.010 --> 00:09:27.300 He didn't realize how it would look 206 00:09:27.300 --> 00:09:30.430 at our level and that we were like, oh no, what did we do? 207 00:09:30.430 --> 00:09:33.340 So that part was kind of interesting. 208 00:09:33.340 --> 00:09:35.530 Once we started with the Pilot though, 209 00:09:35.530 --> 00:09:39.810 that was kind of eye-opening for us because we realized we 210 00:09:39.810 --> 00:09:43.250 did not have all of the people that we needed at the table. 211 00:09:43.250 --> 00:09:46.760 We started our Pilot with the special ed director, 212 00:09:46.760 --> 00:09:49.260 the assistive technology specialist, 213 00:09:49.260 --> 00:09:52.620 the director of instructional technology, 214 00:09:52.620 --> 00:09:56.710 and then we did have a parent on the team as well, 215 00:09:56.710 --> 00:10:00.160 and I believe a representative from special education. 216 00:10:00.160 --> 00:10:03.920 Once we left our first meeting with our tasks 217 00:10:03.920 --> 00:10:06.890 on how we could improve some of our procedures, 218 00:10:06.890 --> 00:10:09.490 we realized that we needed to add a lot more people 219 00:10:09.490 --> 00:10:12.120 to our team because we could really make 220 00:10:12.120 --> 00:10:14.380 some proactive changes in our district. 221 00:10:14.380 --> 00:10:18.200 So now our team to look at accessible educational materials 222 00:10:18.200 --> 00:10:22.610 includes the chief of special student services 223 00:10:22.610 --> 00:10:25.230 and the executive director of academic achievement, 224 00:10:25.230 --> 00:10:27.790 the technology and innovation coordinator, 225 00:10:27.790 --> 00:10:29.180 a vision impaired teacher, 226 00:10:29.180 --> 00:10:33.150 a DHH, deaf hard of hearing teacher, a general education, 227 00:10:33.150 --> 00:10:34.890 special education, parent, 228 00:10:34.890 --> 00:10:38.000 and the director of all of our media specialists. 229 00:10:38.000 --> 00:10:40.810 So we have a lot of people who are now working together 230 00:10:40.810 --> 00:10:44.037 to make some changes in Marietta City, 231 00:10:44.037 --> 00:10:46.300 and we are super excited about it. 232 00:10:46.300 --> 00:10:49.090 - (Luis) So you've really rounded out your team, and again, 233 00:10:49.090 --> 00:10:52.340 brought in different perspectives because they're all 234 00:10:52.340 --> 00:10:55.210 important in making sure that this work takes place 235 00:10:55.210 --> 00:10:58.580 in a coordinated, collaborative way. 236 00:10:58.580 --> 00:11:01.610 So that's excellent, and to Carson's point, you know, 237 00:11:01.610 --> 00:11:03.600 you're mirroring some of the work that's going on 238 00:11:03.600 --> 00:11:06.800 at the state level, like Carson said, 239 00:11:06.800 --> 00:11:08.520 you are the boots on the ground, 240 00:11:08.520 --> 00:11:11.220 so the state can get your perspective 241 00:11:11.220 --> 00:11:14.950 of what's going on to inform their practices. 242 00:11:14.950 --> 00:11:17.440 And then you can also learn from the state level 243 00:11:17.440 --> 00:11:19.680 by being able to get that information 244 00:11:19.680 --> 00:11:21.310 about what's going on across the state. 245 00:11:21.310 --> 00:11:24.580 So this is a great partnership and a really exciting way 246 00:11:24.580 --> 00:11:26.230 to approach the work. 247 00:11:26.230 --> 00:11:28.620 So Somer, what are some of your priorities 248 00:11:28.620 --> 00:11:31.050 that you're working on at the district level, 249 00:11:31.050 --> 00:11:32.920 can you tell us a little bit about that? 250 00:11:32.920 --> 00:11:36.630 - (Somer) Yeah, our first priority that we focused on 251 00:11:36.630 --> 00:11:39.010 was the procurement process. 252 00:11:39.010 --> 00:11:42.380 We in participating with the state realized 253 00:11:42.380 --> 00:11:45.750 that we did not have the correct language 254 00:11:45.750 --> 00:11:50.420 for accessible educational materials in a lot of our RFPs, 255 00:11:51.930 --> 00:11:54.930 and that was sort of alarming to us. 256 00:11:54.930 --> 00:11:58.690 So we have now the language available. 257 00:11:58.690 --> 00:12:00.380 And then when we went to put it 258 00:12:00.380 --> 00:12:02.510 in all of our procurement documents, 259 00:12:02.510 --> 00:12:04.740 we realized we had an even bigger problem 260 00:12:04.740 --> 00:12:07.010 because the way our district is 261 00:12:07.010 --> 00:12:10.510 is each school has a varying level of independence, 262 00:12:10.510 --> 00:12:14.350 meaning that the administration of that building can choose 263 00:12:14.350 --> 00:12:19.350 the curriculums or the additional educational resources 264 00:12:19.640 --> 00:12:21.430 that are appropriate for that building. 265 00:12:21.430 --> 00:12:22.760 And like I had said before, 266 00:12:22.760 --> 00:12:24.880 we have varying needs across the district. 267 00:12:24.880 --> 00:12:28.840 So one building may have a very high bilingual population 268 00:12:28.840 --> 00:12:33.340 and may need some different resources than another school. 269 00:12:33.340 --> 00:12:38.340 So in that we have a lot of different types of resources 270 00:12:39.000 --> 00:12:43.130 that are brought into our schools and all of those resources 271 00:12:43.130 --> 00:12:47.230 are not necessarily accessible to all of our learners. 272 00:12:47.230 --> 00:12:51.010 And the administration in each of the buildings was not aware 273 00:12:51.010 --> 00:12:54.810 that this language needed to be in those procurement 274 00:12:54.810 --> 00:12:57.690 procedures because it's not anything 275 00:12:57.690 --> 00:12:59.610 they had ever had to deal with before. 276 00:12:59.610 --> 00:13:03.120 And anything that it was purchased for the whole district, 277 00:13:03.120 --> 00:13:06.790 we had an awareness at the central office level, 278 00:13:06.790 --> 00:13:08.640 but in the independent schools, 279 00:13:08.640 --> 00:13:09.780 that awareness was not there. 280 00:13:09.780 --> 00:13:13.960 So it opened our eyes to a lot of things that we needed 281 00:13:13.960 --> 00:13:16.780 to do within our district to make some improvements. 282 00:13:16.780 --> 00:13:21.340 And so from that, we now have some administrative guidance 283 00:13:21.340 --> 00:13:24.870 that is being worked on right now that will go out 284 00:13:24.870 --> 00:13:27.310 to all of the administrators, 285 00:13:27.310 --> 00:13:31.300 so if they do buy materials specific for their school, 286 00:13:31.300 --> 00:13:35.280 they would know what language would need to be in that 287 00:13:35.280 --> 00:13:39.160 procurement document to make sure that it is accessible 288 00:13:39.160 --> 00:13:40.820 for all of our learners. 289 00:13:40.820 --> 00:13:43.870 So that's been our primary focus so far, 290 00:13:43.870 --> 00:13:47.410 and then our next focus is really on the timeliness of it. 291 00:13:47.410 --> 00:13:51.010 And just making sure that our students are getting 292 00:13:51.010 --> 00:13:54.817 that at the same time as everyone else. 293 00:13:54.817 --> 00:13:56.770 - (Luis) Thanks so much for sharing, Somer. 294 00:13:56.770 --> 00:13:58.890 That procurement piece so important. 295 00:13:58.890 --> 00:14:01.420 The more that we can do to be proactive 296 00:14:01.420 --> 00:14:03.650 and to have accessibility being included 297 00:14:03.650 --> 00:14:05.580 as part of that procurement process, 298 00:14:05.580 --> 00:14:07.480 the more successful we'll be 299 00:14:07.480 --> 00:14:08.622 because we're ensuring accessibility 300 00:14:08.622 --> 00:14:11.350 is considered from the start for all learners 301 00:14:11.350 --> 00:14:13.700 in the materials and the technology that we acquire. 302 00:14:13.700 --> 00:14:18.440 So great work there, so keep that going. 303 00:14:18.440 --> 00:14:19.840 Carson, how about for you? 304 00:14:19.840 --> 00:14:21.380 What are some, as you work with the districts, 305 00:14:21.380 --> 00:14:23.854 what are some of the priorities that you're focusing on 306 00:14:23.854 --> 00:14:25.260 at the state level? 307 00:14:25.260 --> 00:14:28.970 - (Carson) Like we said earlier, we're mirroring, 308 00:14:28.970 --> 00:14:31.090 I think the districts are mirroring 309 00:14:31.090 --> 00:14:33.490 what we're doing and vice versa. 310 00:14:33.490 --> 00:14:37.630 What Somer was explaining is not isolated 311 00:14:37.630 --> 00:14:40.210 just to her district, you know, 312 00:14:40.210 --> 00:14:43.700 I work at the Georgia Instructional Materials Center 313 00:14:43.700 --> 00:14:46.080 and almost daily, 314 00:14:46.080 --> 00:14:51.080 we're getting requests for materials to be put into braille 315 00:14:51.120 --> 00:14:52.810 or large print or digital 316 00:14:52.810 --> 00:14:55.520 because they're not already done so 317 00:14:55.520 --> 00:15:00.520 at the district level, when they're purchasing these things. 318 00:15:00.716 --> 00:15:03.510 So, you know, that's the biggest thing. 319 00:15:03.510 --> 00:15:05.910 We used to be a state where there was 320 00:15:05.910 --> 00:15:10.910 a list that was approved that aligned to the curriculum. 321 00:15:11.120 --> 00:15:13.030 About three or four years ago, 322 00:15:13.030 --> 00:15:15.830 we went away from that so that all districts 323 00:15:15.830 --> 00:15:18.790 can basically choose the curriculum that aligns 324 00:15:18.790 --> 00:15:21.950 to the standards for what's best for the district. 325 00:15:21.950 --> 00:15:25.060 So it kind of opened things up, so there's 326 00:15:25.060 --> 00:15:28.870 no longer a finite list of things to make accessible. 327 00:15:28.870 --> 00:15:31.250 It's kind of like the world is your oyster, if you will. 328 00:15:31.250 --> 00:15:32.630 So it is very difficult. 329 00:15:32.630 --> 00:15:35.270 And we're just trying to raise awareness across the state 330 00:15:35.270 --> 00:15:39.350 at the district level to make sure that whenever a district 331 00:15:39.350 --> 00:15:42.750 or local school is purchasing or acquiring, you know, 332 00:15:42.750 --> 00:15:45.740 maybe free materials, that they are accessible 333 00:15:45.740 --> 00:15:49.400 for every student in the building and the district, 334 00:15:49.400 --> 00:15:53.120 so that all students have access to that material, 335 00:15:53.120 --> 00:15:54.660 like all the others. 336 00:15:54.660 --> 00:15:56.169 - (Luis) Somer you had shared a story with us 337 00:15:56.169 --> 00:15:58.760 in a previous conversation that kind of brings 338 00:15:58.760 --> 00:16:00.940 all of these things together, you know, 339 00:16:00.940 --> 00:16:04.657 in relation to the timeliness of the materials. 340 00:16:04.657 --> 00:16:07.070 And this is another component that's important 341 00:16:07.070 --> 00:16:09.100 is the parent voice in all of this. 342 00:16:09.100 --> 00:16:11.620 Can you share that story with us, Somer? 343 00:16:11.620 --> 00:16:14.300 - (Somer) Yes, this one was kind of eye-opening, 344 00:16:14.300 --> 00:16:16.834 a little bit of a hard pill for us to swallow, 345 00:16:16.834 --> 00:16:18.840 but it's one of those things, 346 00:16:18.840 --> 00:16:20.630 you know better and you do better. 347 00:16:20.630 --> 00:16:23.320 So we are one of the three districts in the state 348 00:16:23.320 --> 00:16:26.180 of Georgia that is part of this cohort for the state. 349 00:16:26.180 --> 00:16:28.930 And so we were the only district to add a parent 350 00:16:28.930 --> 00:16:31.790 to our panel for the first meeting. 351 00:16:31.790 --> 00:16:33.970 And they were explaining everything 352 00:16:33.970 --> 00:16:37.540 that we would be doing throughout this process. 353 00:16:37.540 --> 00:16:38.857 And she was very quiet 354 00:16:38.857 --> 00:16:42.280 through all of it, very happy to be part of the meeting. 355 00:16:42.280 --> 00:16:44.540 And then as soon as that meeting ended, 356 00:16:44.540 --> 00:16:47.320 she gave me a call and wanted to set up a meeting. 357 00:16:47.320 --> 00:16:52.190 So one of the topics that was discussed in the first cohort 358 00:16:52.190 --> 00:16:56.410 meeting was about the timeliness of accessible educational 359 00:16:56.410 --> 00:16:59.370 materials and how we really need to have those materials 360 00:16:59.370 --> 00:17:01.177 in the students' hands 361 00:17:01.177 --> 00:17:05.070 as the same day as their general education peers. 362 00:17:05.070 --> 00:17:08.480 And that really rang a bell for her because her son 363 00:17:08.480 --> 00:17:11.570 who is now in second grade this year, he'll be 364 00:17:11.570 --> 00:17:16.300 in third grade, has never had his reading material, 365 00:17:16.300 --> 00:17:18.770 which needs to be enlarged at the same time 366 00:17:18.770 --> 00:17:23.140 as his gen ed peers ever in his educational experience. 367 00:17:23.140 --> 00:17:26.380 And he's been with our district the whole time. 368 00:17:26.380 --> 00:17:28.430 And so that broke my heart a little bit 369 00:17:28.430 --> 00:17:30.600 because it was one of those things, we did not know 370 00:17:30.600 --> 00:17:32.870 that was happening at the central office level. 371 00:17:32.870 --> 00:17:34.770 We knew that things were being ordered, 372 00:17:34.770 --> 00:17:36.670 but since everything at each school 373 00:17:36.670 --> 00:17:39.430 is so individual with our district, 374 00:17:39.430 --> 00:17:42.897 things were happening and he was getting what he needed, 375 00:17:42.897 --> 00:17:46.260 but he was not getting it at the correct time. 376 00:17:46.260 --> 00:17:48.380 So we have corrected all of that. 377 00:17:48.380 --> 00:17:50.750 He had everything he needed to start this school year 378 00:17:50.750 --> 00:17:53.490 on time, but we didn't have a written process for that. 379 00:17:53.490 --> 00:17:56.200 And so that the timely manner, 380 00:17:56.200 --> 00:17:57.950 we now have a written process for 381 00:17:58.797 --> 00:18:02.650 how to get the enlargements and braille and if needed, 382 00:18:02.650 --> 00:18:06.040 but that one, I would really encourage any states 383 00:18:06.040 --> 00:18:08.510 who are going to go through this process, 384 00:18:08.510 --> 00:18:10.500 please add a parent because they bring 385 00:18:10.500 --> 00:18:12.230 a whole different perspective. 386 00:18:12.230 --> 00:18:14.460 It's sometimes not easy to hear, 387 00:18:14.460 --> 00:18:16.990 but if we want to do right by the kids 388 00:18:16.990 --> 00:18:19.740 in our district, we really need to hear that information. 389 00:18:19.740 --> 00:18:21.200 So even though it was kind 390 00:18:21.200 --> 00:18:23.230 of hard to hear, it was very good 391 00:18:23.230 --> 00:18:26.100 for us, and we made the changes that we needed, 392 00:18:26.100 --> 00:18:28.220 and we were able to make those very quickly. 393 00:18:28.220 --> 00:18:32.110 We just weren't aware at the district office level that 394 00:18:32.110 --> 00:18:33.170 that was happening. 395 00:18:33.170 --> 00:18:36.310 - (Luis) And you bring up a great point, Somer. 396 00:18:36.310 --> 00:18:37.990 Sometimes you need to hear some 397 00:18:37.990 --> 00:18:39.560 of that information where it's not working, 398 00:18:39.560 --> 00:18:40.950 because that's the only way that you're going 399 00:18:40.950 --> 00:18:42.580 to be able to correct it. 400 00:18:42.580 --> 00:18:45.550 So it's important to get that information 401 00:18:45.550 --> 00:18:48.100 and then be able to take action on it. 402 00:18:48.100 --> 00:18:50.030 So you point to a great lesson 403 00:18:50.030 --> 00:18:53.620 about including that parent voice, because they can provide 404 00:18:53.620 --> 00:18:57.210 that information that maybe you don't get at in other ways. 405 00:18:57.210 --> 00:19:00.270 So what are some other lessons you would share 406 00:19:00.270 --> 00:19:03.320 with another state in your case, Carson, 407 00:19:03.320 --> 00:19:05.800 or with another district, Somer? 408 00:19:05.800 --> 00:19:08.040 What are one or two lessons that you would share 409 00:19:08.040 --> 00:19:11.060 from your experience so far being involved 410 00:19:11.060 --> 00:19:12.450 in this kind of partnership? 411 00:19:12.450 --> 00:19:16.130 - (Luis) Well, I really like what Somer said, you know, 412 00:19:16.130 --> 00:19:18.220 when you know better, you do better. 413 00:19:18.220 --> 00:19:19.770 It's difficult to change, 414 00:19:19.770 --> 00:19:23.400 and it's difficult to look at yourself and honestly look 415 00:19:23.400 --> 00:19:27.310 back and you know, with the parents' perspective, 416 00:19:27.310 --> 00:19:29.340 we all see things differently, 417 00:19:29.340 --> 00:19:31.050 and we all have those different experiences 418 00:19:31.050 --> 00:19:32.940 that we bring to the table. 419 00:19:32.940 --> 00:19:34.680 So you know, 420 00:19:34.680 --> 00:19:37.930 it's so important to include all of those people. 421 00:19:37.930 --> 00:19:42.220 Like I said earlier, I think in the first statement was, 422 00:19:42.220 --> 00:19:44.460 you know, our stakeholder group has, 423 00:19:44.460 --> 00:19:48.941 it's fluid, it moves in and out, depending on the needs 424 00:19:48.941 --> 00:19:52.770 of the work that we're doing, we have in Georgia, 425 00:19:52.770 --> 00:19:55.290 a system of continuous improvement. 426 00:19:55.290 --> 00:19:59.550 And that system revolves around the whole student. 427 00:19:59.550 --> 00:20:03.510 And what we're gaining from this cohort is, you know, 428 00:20:03.510 --> 00:20:07.317 that realistic look of where we are as a state, 429 00:20:07.317 --> 00:20:11.070 how we're providing supports to a district, 430 00:20:11.070 --> 00:20:13.630 talking to the districts and finding out, you know, 431 00:20:13.630 --> 00:20:16.799 where we're lacking in different aspects 432 00:20:16.799 --> 00:20:19.810 of things from their perspective, 433 00:20:19.810 --> 00:20:22.780 and then trying to put plans in place 434 00:20:22.780 --> 00:20:26.900 that support districts throughout the state to help 435 00:20:26.900 --> 00:20:29.600 continually improve and to know better 436 00:20:29.600 --> 00:20:31.170 so that we can do better. 437 00:20:31.170 --> 00:20:34.620 One of the things that have really benefited us are 438 00:20:34.620 --> 00:20:39.040 the Quality Indicators of accessible educational materials, 439 00:20:39.040 --> 00:20:41.310 because they align perfectly 440 00:20:41.310 --> 00:20:44.440 with our system of continuous improvement. 441 00:20:44.440 --> 00:20:46.610 It's really taking a look at what you're doing, 442 00:20:46.610 --> 00:20:50.130 examining, finding out where those gaps are, 443 00:20:50.130 --> 00:20:55.130 and then helping set goals to improve around the work that 444 00:20:55.760 --> 00:20:58.960 that's already in motion, I would give a big shout out 445 00:20:58.960 --> 00:21:01.620 to using those quality indicators 446 00:21:01.620 --> 00:21:04.790 and accessible educational material Pilot, 447 00:21:04.790 --> 00:21:09.790 which is a tool that CAST has to really help put things 448 00:21:09.900 --> 00:21:13.520 into perspective for not only local districts, 449 00:21:13.520 --> 00:21:14.910 but states as well. 450 00:21:14.910 --> 00:21:18.430 - (Luis) We appreciate that shout out to the AEM Pilot, 451 00:21:18.430 --> 00:21:20.010 which is like Carson said, 452 00:21:20.010 --> 00:21:24.290 it's a tool that states and districts can use to self-assess 453 00:21:24.290 --> 00:21:27.750 and continue to monitor their progress against the Quality 454 00:21:27.750 --> 00:21:29.843 Indicators for the Provision 455 00:21:29.843 --> 00:21:32.612 of Accessible Educational Materials and Technologies. 456 00:21:32.612 --> 00:21:34.920 So thanks for that shoutout, Carson. 457 00:21:34.920 --> 00:21:36.130 And Somer, how about you? 458 00:21:36.130 --> 00:21:38.730 What is one or two lessons that you would share 459 00:21:38.730 --> 00:21:41.790 with someone else, another district, for instance? 460 00:21:41.790 --> 00:21:44.010 - (Somer) I think the main thing that I would share 461 00:21:44.010 --> 00:21:47.620 is that if you have the opportunity to participate 462 00:21:47.620 --> 00:21:52.620 in a pilot with your state level representatives, 463 00:21:53.280 --> 00:21:54.860 I think you should definitely do it. 464 00:21:54.860 --> 00:21:59.400 And the main reason I feel that way is I would not have 465 00:21:59.400 --> 00:22:03.440 been able to get all of these team members around a table 466 00:22:03.440 --> 00:22:06.690 to discuss accessible educational materials 467 00:22:06.690 --> 00:22:08.490 had it not been for this pilot. 468 00:22:08.490 --> 00:22:11.660 We know that there might've been some holes 469 00:22:11.660 --> 00:22:13.140 in some of the procedures, 470 00:22:13.140 --> 00:22:17.780 but I am not able to pull all of those people together 471 00:22:17.780 --> 00:22:19.150 had I not had the backing 472 00:22:19.150 --> 00:22:20.900 from the state, where I could come back 473 00:22:20.900 --> 00:22:24.080 and say, Hey, these are the changes that need to be made. 474 00:22:24.080 --> 00:22:28.010 And this is who we're participating with, and this is why, 475 00:22:28.010 --> 00:22:30.180 and we've been able to make some great changes 476 00:22:30.180 --> 00:22:31.897 and everyone has been on board with it, 477 00:22:31.897 --> 00:22:35.340 but it really does take that full team of people. 478 00:22:35.340 --> 00:22:37.810 But I don't think that would have happened. 479 00:22:37.810 --> 00:22:41.090 And it's not that no one would'nt want it to happen, it's just, 480 00:22:41.090 --> 00:22:44.420 we needed some type of facilitation to get the ball moving. 481 00:22:44.420 --> 00:22:48.480 And that is what the accessible educational materials pilot 482 00:22:48.480 --> 00:22:49.950 has done for Marietta City, 483 00:22:49.950 --> 00:22:52.650 so we would definitely recommend it. 484 00:22:52.650 --> 00:22:55.990 I think it's also great to build relationships with people 485 00:22:55.990 --> 00:22:59.640 in the state and with the Centers For Accessible Material, 486 00:22:59.640 --> 00:23:03.040 because it gives us more resources for our district 487 00:23:03.040 --> 00:23:06.270 plus it gives us more research 488 00:23:06.270 --> 00:23:09.340 that we can back our decisions with. 489 00:23:09.340 --> 00:23:12.490 - (Luis) So to wrap things up Carson, I would love it 490 00:23:12.490 --> 00:23:15.010 if you could tell us a little bit about a special initiative 491 00:23:15.010 --> 00:23:18.390 you started in Georgia, Take A Minute, 492 00:23:18.390 --> 00:23:20.240 so what is the goal of that initiative? 493 00:23:20.240 --> 00:23:21.920 What do you hope to accomplish with it? 494 00:23:21.920 --> 00:23:24.273 'cause it's a really exciting initiative. 495 00:23:25.120 --> 00:23:28.290 - (Carson) Luis, I'm glad you asked. (chuckles) 496 00:23:28.290 --> 00:23:31.100 We're really excited about this. 497 00:23:31.100 --> 00:23:32.230 Our Take A Minute 498 00:23:32.230 --> 00:23:36.900 is basically we're moving past compliance of just 499 00:23:36.900 --> 00:23:39.681 checking a box for assistive technology 500 00:23:39.681 --> 00:23:42.409 and accessible educational materials 501 00:23:42.409 --> 00:23:45.500 in the special factors section of an IEP. 502 00:23:45.500 --> 00:23:48.030 We're really looking at changing things 503 00:23:48.030 --> 00:23:49.710 for students and having some, 504 00:23:49.710 --> 00:23:54.630 some results that are based on our decisions 505 00:23:54.630 --> 00:23:57.870 and our conversations at the IEP table, you know, 506 00:23:57.870 --> 00:24:01.840 what we're asking is that IEP teams 507 00:24:01.840 --> 00:24:04.500 just basically Take A Minute 508 00:24:04.500 --> 00:24:07.650 and answer a few questions that we're providing. 509 00:24:07.650 --> 00:24:11.670 Final question will be answered whether or not the student 510 00:24:11.670 --> 00:24:13.887 needs assistive technology and AEM, 511 00:24:13.887 --> 00:24:17.933 you can answer it yes, no or maybe, we don't know, 512 00:24:17.933 --> 00:24:19.740 but we can find out. 513 00:24:19.740 --> 00:24:23.940 So once that minute is over, each team member gets a, 514 00:24:23.940 --> 00:24:27.290 I took a minute badge and they can wear that badge 515 00:24:27.290 --> 00:24:30.120 throughout the day, throughout the building to help raise 516 00:24:30.120 --> 00:24:33.400 awareness of what accessible educational materials are 517 00:24:33.400 --> 00:24:37.150 and how they can help students level the playing field. 518 00:24:37.150 --> 00:24:40.240 If they have difficulty accessing materials, 519 00:24:40.240 --> 00:24:42.530 digital materials, having the technology 520 00:24:42.530 --> 00:24:45.680 that they need to access their curriculum. 521 00:24:45.680 --> 00:24:46.720 - (Luis) That is awesome! 522 00:24:46.720 --> 00:24:49.370 and I can't wait people to be wearing those badges. 523 00:24:49.370 --> 00:24:51.140 And like you said, 524 00:24:51.140 --> 00:24:53.597 it will raise awareness and people will ask questions. 525 00:24:53.597 --> 00:24:56.150 You know, "What are you taking a minute for?" (chuckles) 526 00:24:56.150 --> 00:24:58.700 and hopefully that'll start a conversation 527 00:24:58.700 --> 00:25:01.890 and really spread awareness, so look forward to that. 528 00:25:01.890 --> 00:25:04.570 So Carson, would you be willing to come back later this year 529 00:25:04.570 --> 00:25:07.060 and let us know how Take A Minute is going? 530 00:25:07.060 --> 00:25:11.159 - (Luis) Absolutely, I'm very excited to share anything 531 00:25:11.159 --> 00:25:14.990 that we have, and I really feel good about this. 532 00:25:14.990 --> 00:25:17.260 And I think that we'll get some really good subjective 533 00:25:17.260 --> 00:25:18.980 and objective data. 534 00:25:18.980 --> 00:25:21.030 - (Luis) And sometimes that's the important thing 535 00:25:21.030 --> 00:25:23.610 is as we roll the things out, get that data, 536 00:25:23.610 --> 00:25:26.100 get that information, and then you can make adjustments. 537 00:25:26.100 --> 00:25:29.080 So you've both used the phrase when we know better, 538 00:25:29.080 --> 00:25:31.280 we do better, so it really that's the spirit, 539 00:25:31.280 --> 00:25:33.270 I think, in which you are engaging in this work, 540 00:25:33.270 --> 00:25:36.700 which is so important, that continuous improvement. 541 00:25:36.700 --> 00:25:38.667 Well, thank you so much, Carson and Somer, 542 00:25:38.667 --> 00:25:41.140 it was great to have you on the podcast. 543 00:25:41.140 --> 00:25:44.760 And I look forward to, you know, reporting back on, 544 00:25:44.760 --> 00:25:45.860 not just Take A Minute, 545 00:25:45.860 --> 00:25:49.080 but how this partnership is going and how it's improving 546 00:25:49.080 --> 00:25:51.600 the timely provision of accessible materials 547 00:25:51.600 --> 00:25:53.867 and technologies for all students in Georgia. 548 00:25:53.867 --> 00:25:55.710 (upbeat music) 549 00:25:55.710 --> 00:25:58.300 Thanks for tuning into this episode of the Accessible 550 00:25:58.300 --> 00:26:01.050 Learning Experience brought to you by the National Center 551 00:26:01.050 --> 00:26:03.437 on Accessible Educational Materials at CAST. 552 00:26:03.437 --> 00:26:07.780 You can find us on the web at aem.cast.org. 553 00:26:07.780 --> 00:26:09.440 There you'll find show notes with links to all 554 00:26:09.440 --> 00:26:12.470 of the resources mentioned on each episode. 555 00:26:12.470 --> 00:26:14.040 Thanks again for listening. 556 00:26:14.040 --> 00:26:17.863 And remember, accessibility is everyone's responsibility. 557 00:26:17.863 --> 00:26:20.530 (upbeat music) 558 00:26:34.160 --> 00:26:36.550 The contents of this podcast were developed under a 559 00:26:36.550 --> 00:26:39.840 cooperative agreement with the U.S. Department Of Education. 560 00:26:39.840 --> 00:26:41.897 However, those contents do not necessarily represent 561 00:26:41.897 --> 00:26:44.600 the policy of the U.S. Department Of Education. 562 00:26:44.600 --> 00:26:46.140 And you should not assume endorsement 563 00:26:46.140 --> 00:26:47.440 by the federal government.