Fiscal 2006
Mission
Our mission is to promote the independence of blind and visually impaired persons by providing specialized materials, products, and services needed for education and life.
RESEARCH DEPARTMENT
ANNUAL REPORT 2006
October 15, 2006
Dear Reader:
The American Printing House for the Blind (APH) presents the Annual Research Report for 2006.
APH categorizes research and development (R&D) projects into four areas. Active projects are those projects that have been approved by the APH Product Advisory and Review Committee (PARC) for development and have been assigned to a project leader. Completed projects are those projects where one or more products have been assigned a catalogue number and are available for sale. Parking lot projects are those projects approved by the APH PARC but not assigned to a project leader for active R&D. Pipeline projects are those projects that are between the initial stage of Product Submission and approval by the APH PARC.
The status of APH R&D of 351 products between October 1, 2005, and September 30, 2006, is summarized as follows:
| Active | Completed | Parking Lot | Pipeline | |
|---|---|---|---|---|
| Assessment | 64 | 4 | 4 | 3 |
| Assistive Technology & Electronics | 9 | 6 | 1 | 4 |
| Career Education & Transition | 0 | 0 | 1 | 1 |
| Communication Modes & Literacy Education | 45 | 24 | 3 | 11 |
| Daily Living | 18 | 9 | 2 | 3 |
| Early Childhood | 16 | 9 | 2 | 1 |
| InSights/Special Touch | 0 | 2 | 0 | 0 |
| Math | 24 | 3 | 3 | 3 |
| O&M/Concept Development | 7 | 4 | 1 | 2 |
| Physical Education | 9 | 3 | 0 | 0 |
| Recreation & Leisure | 6 | 3 | 1 | 0 |
| Social Studies & Geography | 15 | 2 | 1 | 0 |
| Science | 5 | 5 | 0 | 0 |
| Visual Efficiency & Low Vision | 7 | 4 | 0 | 1 |
| Totals | 225 | 78 | 19 | 29 |
In the 2006 Annual Research Report, you will find information from Deborah Willis, Director of Accessible Tests, 11 project leaders, the Technical Research Manager, the Model Maker, and the Assistant Director of Research on more than 100 individual projects, which represent major work in the above 14 categories.
This report also provides the names and positions of other key members of our Research Department team and our Accessible Tests team. These individuals provide vital support in the R&D of projects. Please be sure to review closely the names of the individuals and agencies/schools who have contributed to our work. Without them, we would be unable to produce products that meet the needs of our customers.
In conclusion, 2006 has been a record breaking year for APH. Although the APH Research Department and the Accessible Tests Department take great pride in our contribution to this record, we understand that records like these aren't realized without a real "APH TEAM" effort. This TEAM includes those of you who proposed Product Submission ideas. The TEAM includes those consultants and vendors who support the production of our products. The TEAM includes APH Advisory Services departments and the APH Finance group, including those who market and provide our world class customer and contract services. The TEAM includes Development, Public Relations, and Human Resources. And last, but not least, the TEAM includes the dedicated people in our APH Production Department who work tirelessly to manufacture and ship the products to our customers.
In 2006, this APH TEAM has established a new benchmark of excellence.
Sincerely,
Ralph E. Bartley, Ph.D.
Director of Research
APH especially wishes to acknowledge the superb leadership and guidance from the Ex Officio Trustees serving as members of the Educational Services Advisory and Educational Products Advisory Committees. FY 2006 committee members were:
Educational Products Advisory Committee:
Chair -- Carol McCarroll (TN)
2006 -- Robb Farrell (MD)
2007 -- Bernadette Kappen (PA)
2008 -- Lorri Quigley (UT)
2006 -- Jean Small (ME)
2008 -- Dean Stenehjem (WA)
2007 -- Tom Winton (NC)
Alternate
Kenalea Johnson (NM)
Educational Services Advisory Committee:
Chair -- Karen Blankenship (IA)
2006 -- Joseph Catavero (NY)
2007 -- Jacqueline Denk (KS)
2007 -- James Downs (GA)
2006 -- Jean Martin (MN)
Alternate
Carmen Suminski (ND)
Educational Research
Aicken, John, M.B.A.-----Assistant Director
Bartley, Ralph, Ph.D.-----Director
Boyer, Charles "Burt", M.A.-----Research Associate
Cox, Valerie-----Administrative Assistant
Creasy, Keith, B.S.-----Programmer III
Eiland, Mario, B.A.-----Programmer I
Freeman, Bill, B.S.-----Programmer
Gilmore, Terri, A.S.-----Graphic Designer
Hedges, John, B.S.-----Programmer II
Hoffmann, Rosanne, Ph.D.-----Research Assistant
Kitchel, Elaine, M.Ed.-----Research Scientist
McDonald, Michael, B.S.-----Programmer
Meredith, Rob-----Programmer III
Otto, Fred, B.A.-----Research Associate (part-time)
Pester, Eleanor, M.S.-----Research Scientist
Pierce, Tristan, M.I.A.-----Research Associate
Poppe, Karen, B.A.-----Senior Research Associate
Poppe, Tom-----Model and Pattern Maker
Roderick, Carol, B.A.-----Research Assistant (part-time)
Roman, Chris, Ph. D.-----Consultant/Project Leader (part-time)
Rucker, Erica, B.A.-----Research Assistant
Smith, Rodger, A.A.S.-----Programmer I
Skutchan, Larry, B.A.-----Research Scientist
Terlau, Terrie, Ph.D.-----Research Scientist
Travis, Ann, B.A.-----Research Assistant
Vaught, Monica, B.A.-----Research Assistant
Wicker, Jeanette, M.A.-----Research Associate
Wright, Suzette, B.A.-----Consultant/Project Leader (part-time)
Technical Research Division
Donhoff, Darlene-----Technical/Clerical Assistant
Hayden, Frank-----Manager
McGee, David-----Manufacturing Specialist
Robinson, James-----Manufacturing Specialist
Accessible Tests Department Staff
Allman, Carol, Ph.D.-----Consultant & Instructor
Bayens, Nancy-----ATIC Administrative Assistant
Coffey, Monica, M.Ed.-----Accessible Test Editor
Garrett, Dena-----ATIC Accessible Media Editor
Henderson, Barbara, M.A.-----Test & Assessment Project Leader
Scott, Kristopher, M.A.-----Accessible Test Editor
Willis, Deborah, M.A.-----Director
In addition to the agencies named here, appreciation is also extended to the many other agencies that cooperated with APH's research efforts by permitting members of their staffs to serve as consultants, reviewers, or respondents to requests for information.
Appalachia Intermediate Unit 8, Duncansville, PA
Area Education Agency 267, Cedar Falls, IA
Arizona State Schools for the Deaf and Blind, Tucson, AZ
Bellingham School District #501, Bellingham, WA
Boone County Schools, Burlington, KY
Boulder Valley Public Schools, Boulder, CO
Breckinridge-Franklin Elementary, Louisville, KY
Burns Elementary, Owensboro, KY
California School for the Blind, Fremont, CA
Camp Abilities, SUNY Brockport, Brockport, NY
Carr School, Santa Ana, CA
Carroll Center for the Blind , Newton, MA
Catholic Charities Maine, Lewiston, ME
Chandler Unified School District, Chandler, AZ
Chapman University, Concord, CA
Cleveland Elementary School, Hamilton, OH
Colorado School for the Deaf and the Blind, Colorado Springs, CO
Cooperative Educational Service Agency #1, Brookfield, WI
Daviess County & Owensboro Public Schools, Owensboro, KY
Davis School District, Bountiful, UT
Davis School District, Farmington, UT
Deer Park Elementary, Owensboro, KY
Denison ISD, Denison, TX
Des Moines Public Schools, Des Moines, IA
DeSoto County Schools, Olive Branch, MS
Discovery Middle School, Alexandria, MN
Dutchess County BOCES, Poughkeepsie, NY
Edison Elementary, Tonawanda, NY
Educational Service District 123, Dixie, WA
Estes Elementary, Owensboro, KY
Evansville Association for the Blind, Evansville, IN
Fairfax County Public Schools, Dunn Loring, VA
Fargo Public Schools, Fargo, ND
Florida School for the Deaf and the Blind, St. Augustine, FL
Fox C-6 School District, Arnold, MO
Francis Howell School District, St. Charles, MO
Giles County Schools-Richland, Lynnville, TN
Green County, Greensburg, KY
Hampstead Elementary School, Hampstead, MD
Hardin County Schools, Elizabethtown, KY
Hawthorne Elementary, Louisville, KY
Hazelwood Elementary School, Edmonds, WA
Hunter College, NY, NY
Idaho School f/t Deaf and the Blind, Gooding, ID
Indiana School for the Blind and Visually Impaired, Indianapolis, IN
Irving School, West Allis, WI
Kentucky School for the Blind, Louisville, KY
Keystone Area Education Agency, Dubuque, IA
Macomb Independent School District, Clinton Twp., MI
Marin County Office of Education, San Rafael, CA
Maryland School for the Blind, Baltimore, MD
Mississippi School for the Blind, Jackson, MS
Moniteau County, Tipton, MO
Montana School for the Deaf and Blind Great Falls, MT
Moses Lake School District, Moses Lake, WA
Munfordville Elementary School, Munfordville, KY
New Mexico School for the Blind and Visually Impaired, Las Cruces, NM
New York Institute for Special Education, Bronx, NY
North Dakota School for the Blind, Bismarck, ND
North Dakota Vision Services/School for the Blind, Grand Forks, ND
Northshore Education Consortium, Peabody, MA
NW Regional Educational School District, Hillsboro, OR
Ohio State School for the Blind, Columbus, KY
Oklahoma School for the Blind, Muskogee, OK
Peifer Elementary, Schererville, IN
Randall Elementary School, Waukesha, WI
Reno County Educational Cooperative, Hutchinson, KS
Riverside County Office of Education, Riverside, CA
Sanford-Fritch Elementary School, Fritch, TX
Special School District of St. Louis County, Town and Country, MO
St. Louis Public Schools, St. Louis, MO
Tangipahoa Parish School System, Ponchatoula, LA
Washington County Public Schools, Abingdon, VA
Washington State School for the Blind, Vancouver, WA
Watertown Unified School District, Watertown, WI
White Hall Elementary, Richmond, KY
Willamette ESD, Salem, OR
In addition to the consultants formally acknowledged in this section, appreciation is extended to the many individuals who have willingly given of their time and expertise in cooperating with the various research and development projects underway by responding to questionnaires, by answering less formal queries for information, and by working with research staff in countless ways such as: (a) identifying particularly talented teachers and other professionals to serve on committees and/or as expert reviewers; (b) recommending programs, teachers, and students to participate in field tests; and (c) facilitating field evaluation efforts. Only through the splendid and continuing support of professionals working in the field and the people they serve is APH able to maintain an effective research and development program.
Bailey, Ian, O.D, M.S., University of California at Berkeley, Berkeley, California, [Optimization of Visual Skills]
Beets, Michael, M.Ed., M.P.H., Oregon State University, [Accuracy of Voice-Announcement Pedometers for Youth with Visual Impairment]
Bender, Dianne, Retired Teacher of the Visually Impaired, Nebraska Center for the Education of Children Who Are Blind or Visually Impaired, Nebraska City, NE, [Functional Assessment]
Burnett, Rebecca, Ed.D., Metro Schools, Nashville, Tennessee, [ToAD, FV/EMA]
Dortch, Jenny, M.Ed., [Primary Math Units -- MathBuilders]
Douglass, Sue, M.Ed., Teacher of the Visually Impaired, Castro Valley, CA [Jumbo Work & Play Tray]
Evans, Carol Anne, M.Ed., School Psychologist, Davis School District, Farmington, UT, [Woodcock-Johnson III: Tests of Achievement]
Foley, John, Ph.D., SUNY Cortland, NY, [Accuracy of Voice-Announcement Pedometers for Youth with Visual Impairment]
Harrell, Lois, B.S., Pediatric Vision Consultant, Placerville, CA [Moving Ahead Tactile Graphic Storybooks]
Hatton, Deborah, Ph.D., University of North Carolina at Chapel Hill, FPG Child Development Institute, [The National Registry for Children with Visual Impairments, Birth to Three.]
Heinze, Toni, Ph.D., Northern Illinois University, De Kalb, Illinois, [Best Intervention Techniques]
Ingber, Janet, Music Therapist and Author, New York, NY, [Parenting Book]
Kendrick, Deborah, Author and Journalist, Cincinnati OH, [Parenting Book]
Koniak, Lane, M.S., Teacher of the Visually Impaired, Portland, Oregon, [Large Format Atlas]
Krause, Kathy, M.S., Braille Transcriber, Tucson, Arizona, [Large Format Atlas]
Lieberman, Lauren, Ph.D., SUNY Brockport, NY, [Walk/Run for Fitness Kit, PE Web Site]
Lueck, Amanda, Ph.D., Professor of Special Education, San Francisco State University, San Francisco, California, [Developmental Guidelines, Best Intervention Techniques and Optimization of Visual Skills]
McClurg, Lana, M.A., Teacher of the Visually Impaired, Arizona Schools for the Deaf & the Blind, Tucson, AZ [Woodcock-Johnson III: Tests of Achievement]
McCulloh, Karen, RN, BS, Morton Grove, IL, [Nonverbal Behavioral Curriculum]
Mowerson, Lisa-Anne, Certified Vision Rehabilitation Therapist, Wallingford, Connecticut [Labeling Book and Kit]
O'Connor, Kevin, Marriage and Family Therapist, Arlington Heights, IL, [Parenting Book]
O'Donnell, Betsy, Certified Orientation and Mobility Specialist, Philadelphia, PA, [Orientation and Mobility for Families]
Perla, Fabiana, Certified Orientation and Mobility Specialist, Philadelphia, PA, [Orientation and Mobility for Families]
Rosenblum, L. Penny, Ph.D., Adjunct Professor, University of Arizona, Tucson, AZ [Reclaiming Independence: Staying in the Driver's Seat when you no longer Drive]
Sanford, LaRhea, Ed.D., Consultant, Metro Nashville, Tennessee. [ToAD, FV/EMA]
Schedlin, Haley, MS Ed., Camp Abilities, SUNY Brockport, Brockport, NY [Walk/Run for Fitness Kit]
Smith, Matthew, B.S., Cartographer, Louisville, Kentucky, [Large Format Atlas]
Smith, Millie J., M.Ed., Teacher of the Visually Impaired, Consultant, Garland, TX, [Variable Beam Flashlight Kit and ToAD]
Stratton, Josephine Ed.D., Norwich, NY [Revision of the On the Way to Literacy Handbook; Moving Ahead Tactile Graphic Storybooks]
Truan, Mila, Ed.D., Reading Specialist, Tennessee School for the Blind [Moving Ahead Tactile Graphic Storybooks]
Wall, Robert, Ph.D., Western Michigan University, [Portable Sound Source and Sound Localization Guidebook]
Adapting Science for Students with Visual Impairments
Azer, Samir, Science Teacher, Kentucky School for the Blind, Louisville, KY
Bass, Linda, Teacher of the Visually Impaired, Columbus Public Schools, Westerville, OH
Craig, Sandra, Math & Science Teacher, Kansas State School for the Blind, Kansas City, KS
Englehardt, Norma, Science Teacher, Tennessee School for the Blind, Nashville, TN
Heck, Becky, Science Teacher, Indiana School for the Blind, Indianapolis, IN
Jasko, Jan, Science Teacher, Teacher of the Visually Impaired, Parma City Schools, Parma Heights, OH
Maggiore, Terry, Science Teacher, Teacher of the Visually Impaired, Boston Public Schools, Medford, MA
Rahni, Faye, Science Teacher, New York Institute for Special Education, Bronx, NY
Riccobono, Mark, Director of Educational Programs, National Federation of the Blind, Baltimore, MD
Richey, Karen, Teacher of the Visually Impaired, Northeast Texas Tri-District Co-op, New Boston, TX
Roth, Alan, Science Teacher, Indiana School for the Blind, Indianapolis, IN
Schroeder, Jimmy, Teacher of the Visually Impaired, Lufkin High School, Lufkin, TX
Ulwick-Sacca, Janet, Teacher of the Visually Impaired, Carroll Center for the Blind, Gloucester, MA
Lots of Dots: Counting 123
Allen, Pat, Teacher of the Visually Impaired, Elementary Teacher, Edison Elementary, Tonawanda, NY
Beattie, Micheline, Elementary Teacher and Teacher of Service for VI, Peifer Elementary, Schererville, IN
Henrichs, Deborah, Teacher of the Visually Impaired, Irving School, West Allis, WI
Link, Pam, Teacher of the Visually Impaired, Resource Teacher, Munfordville Elementary School, Munfordville, KY
Lobb, Nancy, Teacher of the Visually Impaired, Mississippi School for the Blind, Jackson, MS
Olson-Murphy, Anne, Teacher of the Visually Impaired, Willamette ESD, Salem, OR
Ramirez, Claudia, Teacher of the Visually Impaired, Denison ISD, Denison, TX
Smith, Clo Ann, Teacher of the Visually Impaired, Carr School, Santa Ana, CA
Snow, Brenda, Teacher of the Visually Impaired, Preschool Teacher, Sanford-Fritch Elementary School, Fritch, TX
Reclaiming Independence: Staying in the Driver's Seat When You No Longer Drive
Duffy, Maureen, Certified Vision Rehabilitation Therapist, Director of Programs in Vision Rehabilitation Therapy, Pennsylvania College of Optometry, Elkins Park, PA
Griffin-Shirley, Nora, Ph.D., Certified Orientation and Mobility Specialist, Gerontologist, Assistant Professor, Texas Tech University, Lubbock, TX
Orr, Alberta, MSW, CSW, Gerontologist, Brooklyn, NY
Penrod, William, Ph.D., Certified Orientation and Mobility Specialist, Coordinator, Orientation and Mobility Program, University of Louisville, Louisville, KY
Sanders, Judy, President, National Organization of the Senior Blind, National Federation of the Blind, Minneapolis, MN
Webb McKinney, Nola, President, Alliance on Aging and Vision Loss, American Council of the Blind, Bonnerdale, AR
Revision -- On the Way to Literacy Handbook
Anthony, Tanni, Ph.D., State Vision Consultant, Colorado Department of Education, Denver, CO
Brint, Betsy, Representative for National Association of Parents of Visually Impaired, Highland Park, IL
D'Andrea, Frances Mary, M.A., Teacher of the Visually Impaired, DeKalb County Schools, Atlanta, GA
Feldman, Pauletta, Special Projects Coordinator, Visually Impaired Preschool Services, Louisville, KY
Rightmyer, Elizabeth Campbell, Ed.D., Assistant Professor, Department of Teaching and Learning, University of Louisville, Louisville, KY
Sapp, Wendy, Ph.D., COMS, Visual Impairment Education Services, Cohutta, GA
Story, Andrea, B.S./SFA, Teacher, Special Education Service Agency/Vision Impairment Services for Infants and Toddlers, Anchorage, AK
Tibke, Dawn, Parent, Visually Impaired Preschool Services, Louisville, KY
Scattered Crowns: A Tactile Attribute Game
Brewer, Susanne, Certified Teacher of the Visually Impaired, Metropolitan Public Schools of Nashville, Nashville, TN
Britcher, Trina, Itinerant Vision Teacher, Harrison County Board of Education, Clarksburg, WV
Goldman, Edie, Kindergarten Teacher, New York Institute for Special Education, Bronx, NY
Hertich, Jennifer, Teacher of the Visually Impaired, Overbrook School for the Blind, Philadelphia, PA
Husman, Cheryl, Regional Consultant, Idaho School for the Deaf and the Blind, Middleton, Region Three Office, Middleton, ID
Irzyk, Joshua, Teacher of the Visually Impaired, Maryland School for the Blind, Baltimore, MD
Limon, Terri, Certified Teacher of the Visually Impaired, Mansfield Intermediate School District, Mansfield, TX
Luthy, Nancy, Teacher of the Visually Impaired, Idaho School for the Deaf and the Blind, Region 7, Gooding, ID
May, Christine, Teacher of the Visually Impaired, Cypress Fairbanks Intermediate School District, Houston, TX
Nametz, Cheryl, Teacher of the Visually Impaired, Ottawa Area Intermediate School District, Holland, MI
Nelson, Debbie, CTVI/COMS, Mansfield Intermediate School District, Mansfield, TX
Rodgers, Margie, Teacher of the Visually Impaired, Overbrook School for the Blind, Philadelphia, PA
Swenson, Anna, Teacher of the Visually Impaired, Fairfax County Public Schools, Dunn Loring, VA
Zenger, Sharon, Teacher of the Visually Impaired, Utah School for the Blind--Central, Salt Lake City, UT
Zollinger, Jan, Regional Teacher/Teacher of the Visually Impaired, Idaho School for the Deaf and the Blind, Gooding, ID
Sound Localization Study and Portable Sound Source, Sport Edition
Barnes, Monica, Teacher of the Visually Impaired, White Hall Elementary, Richmond, KY
Farrel, Renee, Certified Orientation and Mobility Specialist, Kentucky School for the Blind, Louisville, KY
Fast, Danene, Certified Orientation and Mobility Specialist, Ohio State School for the Blind, Columbus, KY
Grimmelsman, Lynn, Certified Orientation and Mobility Specialist, Indiana School for the Blind and Visually Impaired, Indianapolis, IN
Hughes, Kristina, Certified Orientation and Mobility Specialist, Burns Elementary, Deer Park Elementary, Estes Elementary, Owensboro, KY, Evansville Association for the Blind, Evansville, IN
Metzghar, Kim, Certified Orientation and Mobility Specialist, Breckinridge Franklin Elementary, Louisville, KY
Smith, Rachel, Certified Orientation and Mobility Specialist, Ohio State School for the Blind, Columbus, KY
StackUps: Spatial Reasoning Using Cube and Isometric Drawings
Clay, Diane, Teacher of the Visually Impaired, Catholic Charities Maine, Litchfield, ME
Fridgant, Donna, Teacher of the Visually Impaired, Tennessee School for the Blind, Nashville, TN
George, Sr. Elaine, Materials Assistant, St. Lucy Day School for Children with Visual Impairments, Philadelphia, PA
Harbison, Michelle, Teacher of the Visually Impaired, Anne Arundel County Public Schools, Linthicum, MD
Hodge, Lisa, Teacher of the Visually Impaired, Washington School for the Blind, Vancouver, WA
Johnston, Jennifer F., Teacher of the Visually Impaired, Gardendale High School/Jefferson County Public School System, Birmingham, AL
Ireland, Brenda, Teacher of the Visually Impaired/Certified O&M Specialist, Payette School District, Payette, ID
Martinez, Yvonne, Teacher of the Visually Impaired, Mesquite Independent School District, Mesquite, TX
Pariso, Jill R., Teacher of the Visually Impaired, Orleans-Niagara BOCES, Medina, NY
Scott, Shari, Teacher of the Visually Impaired, Tennessee School for the Blind, Nashville, TN
Shepard, Christy J., Teacher of the Visually Impaired, Cypress-Fairbanks Independent School District, Houston, TX
Ulwick-Sacca, Janet M., Teacher of the Visually Impaired, Carroll Center for the Blind, Newton, MA
Volk-Heimbach, Danelle, Teacher of the Visually Impaired, Anne Arundel County Public Schools, Linthicum, MD
Walton, Sally, Teacher of the Visually Impaired, Frederick County Public Schools, Walkersville, MD
Weatherall, JoAnn, Teacher of the Visually Impaired, Tennessee School for the Blind, Nashville, TN
Wixom, David, Teacher of the Visually Impaired, Industrial Arts and Technology, Missouri School for the Blind, St. Louis, MO
Turbo Phonics Beta Testers
Ansel, Candace, Teacher of the Visually Impaired, Questar III BOCES, Troy, NY
Bailey, Barbara, Teacher of the Visually Impaired, CMS Schools, Sausalito, CA
Boggs, Eldre, Program Coordinator, Anne Arundel Public Schools, MD
Chamberlain, Mary Noel, Teacher of the Visually Impaired, Des Moines Public Schools, Des Moines, IA
Christaldi, Camille, Teacher of the Visually Impaired, Oswego County BOCES, Fulton, NY
Foersterling, Sandra, Teacher of the Visually Impaired, Hamilton Public Schools, Hamilton, OH
Mack, Shelley, Teacher of the Visually Impaired, Medina City Schools, Berea, OH
Mangis, Susan, Teacher of the Visually Impaired, San Juan Unified Schools, Carmichael, CA
Nannariello, Barbara, Teacher of the Visually Impaired, Orange/Ulster BOCES, Thiells, NY
Palau, Karen, Teacher of the Visually Impaired, Buffalo Public Schools, Buffalo, NY
Pastwa, Janet, Teacher of the Visually Impaired, Hillsboro County Schools, FL
Pierce, Carol N., Teacher of the Visually Impaired, Middlebury Public Schools, Middlebury, MA
Proctor, Sandra, Teacher of the Visually Impaired, Newport News Public Schools, Newport News, VA
Richards, Donna, Teacher of the Visually Impaired, Jamesville Public Schools, Jamesville, NY
Stern, Diane, Henry Viscardi School, Long Island, NY
Zink, Karen, Teacher of the Visually Impaired, Erie 1 BOCES, West Seneca, NY
ToAD Field Testers and Expert Reviewers
Burnett, Rebecca, Teacher of the Visually Impaired, Metro Schools, Nashville, TN
Cernkovich, Judy, Retired, Wood County Educational Service Center, Bowling Green, OH
Clyne, Michelle, Teacher of the Visually Impaired, Illinois Deaf-Blind Services, Lombard, IL
Kelly, Barbara, Early Interventionist, Visually Impaired Pre School Program, Louisville, KY
Newcomb, Sandra, Program Coordinator, University of Maryland, College Park, MD
Olsen-Murphy, Anne, Teacher of the Visually Impaired, Willamette ESD, Salem, OR
Sanford, LaRhea, Consultant, Metro Schools, Nashville, TN
Smith, Millie J., M.Ed., Teacher of the Visually Impaired, Consultant, Garland, TX
Yale, Kay, Teacher of the Visually Impaired, Gadsen County Public Schools, Quincy, FL
Walk/Run for Fitness Kit
Camper 1, 10 years old, NY
Camper 2, 9 years old, NY
Camper 3, 14 years old, NY
Camper 4, 14 years old, NY
Camper 5, 13 years old, NY
Camper 6, 12 years old, NY
Camper 7, 9 years old, CT
Camper 8, 14 years old, NY
Camper 9, 14 years old, NY
Deborah H. Willis
Director
[Formerly Test Central]
(Continuing)
Purpose
In response to recommendations by APH's Advisory Committees and members of the Second Test Central Council, the charge of the Accessible Tests Department was expanded in August 2003. The updated goal is to provide tests, practice tests, test administration manuals, and other test-related materials in high quality accessible media in a timely manner, to promote the inclusion of blind and visually impaired individuals during test development, and to enhance the test performance of blind and visually impaired individuals through research, education, and communication
Background
During a brainstorming session concerning important projects to pursue, an initiative to develop a central location dedicated to developing standardized guidelines, processes and procedures related to test adaptation and production of tests in alternative media was proposed. This initiative was presented to the U.S. Department of Education (DOE). In February 2001, APH received confirmation from the U.S. DOE that Test Central was awarded some startup funding for FY 2001. At a meeting with APH's Advisory Committees, members of the two committees commended APH for conceptualizing Test Central, recognized the leadership role APH could play with regard to tests and assessments, and strongly encouraged continued efforts in this area.
An in-house Core Team was formed, and Test Central's five tracks were identified:
Current Core Team Members
Carol Allman, Consultant and Instructor
Ralph Bartley, Director of Research
Bob Brasher, Vice President of Field Services and Research
Jack Decker, Vice President of Production
Tony Grantz, Manager of Contract Administration
Barbara Henderson, Test and Assessment Project Leader
Mary Nelle McLennan, Executive Advisor to the President
Jane Thompson, Director of Accessible Textbooks Initiative & Collaboration (ATIC)
Debbie Willis, Director of Accessible Tests
Test Central continued to receive significant federal support throughout FY 2002 and 2003. Just prior to APH's 2002 Annual Meeting, a group of Annual Meeting attendees assembled for a preliminary meeting to begin drafting guidelines for making tests accessible to blind and visually impaired individuals.
A Test Central Council was formed and met at APH in March 2002.
Council
Carol Allman, Ph.D., Lead Consultant and Instructor, APH
Karen Barton, Ph.D., Research Scientist, Director of Research Programs for At Risk Students, Research Triangle Institute
Larry Brown, Manager, Oregon Textbook & Materials Resource Center
Nan Bulla, M.Ed., Independent Consultant, TSBVI (retired)
Betsy Case, Ph.D., Director of Research on Special Populations, Harcourt Educational Measurement
Steve Goodman, M.A., M.S., Director of Pupil Personnel Services, California School for the Blind
Barbara Henderson, Test & Assessment Project Leader, APH
Leslie Lightbourne, Program Coordinator, Division of Student Standards & Assessments, Louisiana Department of Education
Jean Martin, Director, Minnesota Resource Center for the Blind and Visually Impaired
Suzanne Swaffield, Education Associate, Office of Assessment, South Carolina Department of Education
Sandra Thompson, Ph.D., Research Associate, National Center on Educational Outcomes/University of Minnesota [deceased 2005]
Debbie Willis, Director of Accessible Tests Department, APH
Recommendations of the Council included:
A training workshop for test editors was conducted in FY 2002. The test editor trainees were tested to determine their level of test editing skills. Tests were scored and feedback was provided to each of the 21 trainees who had completed the take-home test. Throughout FY 2002, Test Central Project staff attended and presented at numerous relevant workshops and conferences.
Two test editor positions were approved and two of the Research Assistants in the Department of Educational and Technical Research accepted these permanent, full-time positions. During the last quarter of FY 2002, APH decided that Test Central would become its own department, working side-by-side with ATIC staff, under the general direction of the Vice-President of Products and Services, Bob Brasher. During the last quarter of the 2002 fiscal year, Test Central began taking on some pilot projects to edit tests and test prep materials for presentation in braille, with accompanying tactile graphics.
Test Central activities soon included drafting position papers to address test-related issues and areas of concern. The first position paper was written by Terrie Terlau and Fred Gissoni of APH and addressed use of the abacus in test-taking situations.
At the beginning of FY 2003, a second Test Editor Training Workshop was held at APH. The trainees, made up of teachers and transcribers, came from Alabama, Georgia, Indiana, Kentucky, Massachusetts, Maryland, New Mexico, South Carolina, and Tennessee. Information conveyed focused on the No Child Left Behind Act of 2001. Presentation of sample test items offered ample opportunity for the trainees to work in small and large groups to practice and discuss what they had learned.
In January 2003, the Research Department's Test and Assessment Project Leader Barbara Henderson joined Test Central in order to unify effort, maximize service to the field, and increase consistency in test editing and presentation. At this time, work to identify and address high priority test needs that result in catalog items, as well as reviewing and editing select tests to be produced on a contract basis, were redirected to flow through Test Central. Accessible Tests staff worked with APH's website coordinator to develop Test Central's web page content and construct a direct link from APH's main page to Test Central's page.
The second meeting of the Test Central Council (TCC) was held at APH in early Feb. 2003. Three major test developers and publishers, Harcourt, CTB McGraw-Hill, and Data Recognition Corp. (DRC) were represented at this meeting. TCC members, along with special guests Alice Golden from DRC and Linnie Calland from Kentucky Department of Education, were joined by an array of APH staff that included Test Central Core Team members. Several discussions focused on common problems involved in testing students with disabilities.
Some of the recommendations that resulted from the Second TCC included:
In spring 2003, the department was named Accessible Tests Department. APH was visited and the company reviewed by Educational Testing Service (ETS) security staff; APH was certified as a "test safe" vendor.
To promote valuable research efforts, Accessible Tests staff provided a letter of support for the National Center on Educational Outcomes (NCEO) proposed research project on An Examination of the Use of Multiple Modalities for the Achievement of Literacy Standards by Students with Disabilities. NCEO received funding for this project from OSERS Research and Innovation to Improve Services and Results for Children with Disabilities.
Department staff created a sample test to demonstrate the need to edit test items originally designed for regular print presentation and issues and concerns regarding making test items truly accessible when presented in alternate media. Released test items were used with permission from Illinois and Ohio Departments of Education. The three testing media (large print, braille, audio) were coordinated to enable a multi-media presentation of the test items. These sample test items could then be used as a useful training tool for workshops, presentations, and to relay and explain issues to test editors and transcribers, test developers and publishers, other school and state assessment personnel, test takers, their families and caregivers.
In September 2003, 24 staff members from 10 different test publishers participated in an Accessible Tests workshop. The purpose of this workshop was to provide information on test development and adaptation to help ensure accessibility so that No Child is Left Behind. The sample test that had been created in multiple accessible media was used at the Test Publishers Workshop.
In the last quarter of FY 2003, APH Accessible Tests Department was awarded a contract to edit and produce 2004 statewide assessments in accessible media for an individual state. During FY 2003, over 100 tests were edited and Notes for Test Transcribers were written by Accessible Test Editors Kris Scott and Monica Coffey for presentation of tests in braille with tactile graphics. Most of these tests also required Test Administration Notes.
The Accessible Tests Department's charge was expanded as a result of recommendations received by Council members during their meeting in February 2003 and APH's two Advisory Committees that met in spring 2003. In order to begin addressing the expanded charge of the Accessible Tests Department to provide practice test and test prep materials in accessible media, a short online survey was posted on APH's Web site. Let's Get Ready for Testing asked trustees and vision teachers which practice materials and test prep materials they are currently using and what materials are needed. Results showed overwhelmingly that this was a very high priority need and that each state used different materials. Generic test preparation materials were selected for adaptation into braille and large print upon which a new project was embarked.
At APH's 2003 Annual Meeting, poster sessions were offered on the Accessible Testing Universe, and Accessible Test Department Services. In addition, Accessible Tests staff presented a conference session entitled Challenges in Assessing Students with Visual Impairments at the No Educator Left Behind: 39th Annual Programs for Exceptional Children Conference held in Louisville, Kentucky in November 2003.
Consultant Carol Allman provided a daylong workshop on November 14, 2003 for the Florida Department of Education entitled Universal Design in Testing with Special Attention to Visually Impaired Individuals. Her presentation was on Testing Literacy: What We Need for Success, Dec. 5, 2003, at the Getting in Touch with Literacy Conference in Vancouver, British Columbia. In addition, Carol presented a session at the May 17-21, 2004 meeting of the Division on Assessing Special Education Students (ASES) in Washington, D.C.
Another Accessible Tests workshop was provided at APH in January 2004. Departments of education in 12 states plus several test publishers were represented. Evaluations indicated a high level of satisfaction with the material presented and the atmosphere of the workshop. As an invited guest speaker, Barbara Henderson presented a plenary session on Accessible Computerized Testing at Space Science the Special Way with a Twist from Assistive Technology Conference held in February 2004 at the Science Museum of Virginia in Richmond.
Test Coordinator Gage Brogan and Consultant/Transcriber Bev Pfister provided presentations on guidelines for test transcribers and APH test specifications during Beyond the Guidelines Phase II: Textbook and Test Transcription Training for APH Outsources, February 23-25, 2004, in Colorado Springs, CO. Accessible Test Editor Monica Coffey attended the Association of Test Publishers (ATP) Innovations in Testing Conference held in Palm Springs, California in February 2004.
In March 2004, Mary Nelle McLennan, Advisor to the President, and Debbie Willis, Director, planned and facilitated the Accessible Tests Department Strategic Directions Planning Session. Bob Brasher, Carol Allman, and Accessible Tests staff participated. New departmental goals and priorities were set as a result of the session.
Two new position papers on Use of Extended Time and Use of Testing Accommodations were drafted. TEST ACCESS: Making Tests Accessible for Visually Impaired Students, Second Edition, the second publication in the Test Access series, was finalized and presented at the Council of Chief State School Officers (CCSSO) Conference, June 20-23, 2004, in Boston, Massachusetts. It was also used as a teaching tool with participants of the Accessible Tests Department's Accessible Tests Workshop, held at APH on September 15-16, 2004.
Contract work for various states continued at a steady pace, with Kristopher Scott and Monica Coffey editing and facilitating production of over 60 individual test titles in braille and recorded formats. Consultation work by Accessible Tests staff included advising both Measured Progress, a test publisher, and the Michigan State Department of Education, on development of accessible versions of their alternate assessments. Additionally, staff reviewed large print tests for accessibility at the request of a major test publisher and acted as advisors on several state assessment projects. Members of Accessible Tests Department were consulted by the Arkansas State Department of Education on preparation of their request for proposal for their state assessments.
The department collaborated on research efforts by several university groups: Jane Erin of the University of Arizona on Effects of Test Medium, the ABC Braille Study by Anne Corn at Vanderbilt, et al., Gaylen Kapperman at Northern Illinois University on Results of Math Items for Visually Impaired Students, and the National Center on Educational Outcomes (NCEO) at the University of Minnesota, which sought and were awarded additional funding for their study to examine the Use of Multiple Modalities for the Achievement of Literacy Standards by Students with Disabilities.
An in-service on guidelines for tactile graphics design was presented on June 8, 2004. Accessible tests staff, graphic artists, transcribers, and proof-readers from the braille department participated in this event. Karen J. Poppe and Fred Otto, APH tactile graphics project leaders, led a group analysis of sample test items toward improving our presentation of tactile graphics.
Barbara Henderson served for the second year on the Kentucky Core Content Test (KCCT) Bias Review Committee. The committee met in February, June, and July to review Spring 2005 test items. Barbara also continued her work with American Foundation for the Blind's (AFB) National Literacy Center: Bridging the Gap (BTG) Leadership Workgroups. As an extension of her work on Accessible Tests for Adult Basic Education students in 2003, Barbara became leader of the Production and the Test Development workgroups.
Accessible Tests Department staff worked in April 2004 with the APH Communications Group to write and design the Accessible Tests Services Available brochure. The new brochure can be viewed and downloaded at: www.aph.org/tests/services.html During this same period of time, modifications to make the Accessible tests web page more informative and user-friendly were initiated.
In April 2004 the Accessible Tests Department was fortunate to gain Dena Garrett's valuable braille expertise on a part-time basis. Dena, an Accessible Media Editor in the ATIC Department, is a 30-year veteran braille transcriber who has worked on state, local, and commercial tests for ten years. Dena also serves on the BANA Braille Formats Technical Committee.
A third Accessible Tests Workshop was presented in the last quarter. Workshop for State Assessment Personnel: Making Tests Accessible to Students with Visual Impairments, September 15-16, 2004, was attended by representatives from 11 state departments of education, a braille transcribing group, one university professor, one research organization, and two test publishers. Workshop evaluations indicated a very high level of satisfaction.
Promoting education of issues regarding making test items truly accessible, contributing to universal design elements, networking and building important relationships, reviewing and editing tests, promoting research, participating in collaborative efforts, serving on relevant committees, and continuing professional development of Accessible Tests staff in order to be more informed and knowledgeable when working on alternate assessments were key endeavors for FY 2005.
While three Accessible Tests Workshops were envisioned for FY 2005, resources which enabled a fourth workshop were available and utilized. The first was a special one-day event sponsored by Educational Testing Service (ETS) in Princeton, New Jersey, November 9, 2004. ETS staff learned general information about challenges in assessing persons who are blind or visually impaired. Carol Allman and Barbara Henderson facilitated this session. The second workshop was coordinated with CTEVH in San Francisco, California, March 3, 2005. The one-day workshop targeted Department of Education staff, teachers, test developers and publishers. A third was held at Harcourt for their assessment staff in San Antonio, Texas. Finally, a fourth workshop was presented as a pre-conference session in conjunction with the CCSSO Large Scale Assessment Conference in San Antonio, Texas on June 18, 2005. This event was of particular interest to test publishers and department of education personnel and assessment staff planning to attend the CCSSO conference.
Members of Accessible Tests participated on Item Bias Review Committees at the requests of WestEd and CTB McGraw-Hill in order to assist and collaborate with them to create unbiased, accessible test items on state assessments under development. The main factors considered were bias and sensitivity. Potential test items were rejected based on three primary elements. These were "opportunity and access," "portrayal of groups represented," and "protecting privacy and avoiding offensive content." Through the process of bias and sensitivity reviews, test validity is enhanced, fairness of test items for all students is increased, and educational initiatives are supported. It is essential that professionals in visual impairment participate on such committees during the development phase of high-stakes tests.
The National Center for Accessible Media (NCAM) was awarded a National Science Foundation (NSF) 3-year grant to develop "best practices" for audio description of higher level science and mathematics material. Beginning in FY 2005, Accessible Tests staff and APH studio staff served as "advisors" alongside staff from American Foundation for the Blind (AFB) and Recordings for the Blind and Dyslexic (RFB&D) in this collaborative research effort. The National Center on Educational Outcomes (NCEO) also secured additional funding for their study called An Examination of the Use of Multiple Modalities for the Achievement of Literacy Standards by Students with Disabilities. Accessible Tests staff collaborated on phase two of this study.
Current state contracts being facilitated will continue through the spring and fall 2005 testing seasons. However, contract jobs are expected to start increasing in fiscal year 2005 with the realization of No Child Left Behind (NCLB) compliance deadlines. One state contacted the Accessible Tests Department for assistance in putting their released items into braille and audio formats. These items were used as practice tests prior to the spring and fall 2005 testing seasons.
A wide variety of state assessments and commercially available tests were edited and produced in accessible media on a contract basis during FY 2005. These included approximately 265 unique state assessments provided in some combination of braille, tactile graphics, enlarged print, and audio formats. Accompanying test administration notes were provided in accessible media when specified in the contract. Items such as braille paper, rulers, bold line writing paper, and protractors were included with tests as per specific contractual agreements. State assessments were for grades three through high school and covered some or all of the following areas: math, language arts, reading, science, and social studies. All of the requested copies were delivered on time to the states in need of them.
The collaborative research study between Comprehensive Adult Student Assessment System (CASAS), AFB, and APH got underway this fiscal year. CASAS is an organization devoted to assessment of the adult basic skills required for success in the workplace and in life. CASAS research-based testing instruments are widely used and have been approved and validated by the US Department of Education and the United States Department of Labor. As of August 2005, CASAS has provided assessments only in audio format. Accessible Tests staff worked with CASAS and AFB to develop a braille edition of a CASAS reading assessment. This first examination to be made available in braille format will be field tested in FY 2006. Virginia Posey "Ginny," Senior Research Associate with CASAS is directing this collaborative effort as well as conducting the study.
Partners in a program to develop services for visually impaired college students spent a day at APH as part of their activities during the National Federation of the Blind Conference in Louisville. Guests included staff from Overbrook School and special educators from China. The visit was hosted by Debbie Willis, Director of Accessible Tests. Issues of particular interest to the educators from China were assessment, using technology in the classroom, and production of braille. The guests and several APH staff were treated to presentations and discussions as well as demonstrations of hardware and software by the Technology Group in the Research Department. In addition, Pearson staff made a site visit to APH in May 2005. They were especially interested in visiting the braille production area.
The second book in the Test Access series by Accessible Tests staff was printed just in time for unveiling at the Accessible Tests Workshop at APH in September 2004 and at APH Annual Meeting 2004. TEST ACCESS: Making Tests Accessible for Visually Impaired Students, Second Edition, can be viewed and downloaded at: www.aph.org/tests/access2/index.html
The spring 2005 edition of EnVision was dedicated to assessment of students with visual impairments. Accessible Tests staff, Carol Allman and Barbara Henderson, contributed featured articles to this edition of Lighthouse International's EnVision, an online publication for parents and educators of children with impaired vision. In addition, Jane Erin of the University of Arizona contributed an article on research in collaboration with APH on the effects of media on test performance. The spring edition is available at: www.lighthouse.org
Several presentations were provided in FY 2005. Accessible Tests Department staff presented two poster sessions at the 2004 APH Annual Meeting: Accessible Tests Department Products and Services and A Case Study in Adapting Tests for Visually Impaired Individuals: The Woodcock-Johnson III Tests of Achievement in Braille and Large Print. A special meeting with Dean Stenehjem, Superintendent of the School for the Blind in Vancouver, Washington, and Gary Snyder, Washington State Vision Consultant, Washington Sensory Disabilities Services, was held with Debbie Willis and Barbara Henderson during Annual Meeting. Questions and issues relevant to testing visually impaired students in Washington State were discussed.
At the request of Chairperson Jean Martin, Barbara and Debbie joined the state vision consultants' related meeting held during the 2004 Annual Meeting. Information on what states are doing to include visually impaired students in state assessments and specific considerations for making tests accessible were presented and discussed. Mary Ann Siller, Director of the National Education Program with AFB, disseminated copies of the 2004 Jo Taylor Leadership Institute (JTLI) Education Summary. Participants were interested in the Summary's article on Work Group Report: High-Stakes Assessments and Alternate Assessments. Next steps included a phone conference with AFB, APH, and TSBVI staff to determine key test-related issues that need to be addressed.
To build assessment initiatives for schools, AFB, APH, and Texas School for the Blind and Visually Impaired (TSBVI) collaborated to create three articles with checklists. These were developed in response to the top assessment priorities identified during the 2004 JTLI. They are: Model Accommodations and Procedures: A Guide for Parents; Guidelines to Support the Contract Development Process between Test Publishers and States; and Checklist for Administration of Tests to Students with Visual Impairments. The checklists provide concrete steps that can be readily used in programs to build accountability through assessments. These documents were used as the basis for presentations to attendees at the 2005 JTLI. Final articles with checklists can be viewed and downloaded from the AFB web site at: www.afb.org/Section.asp?SectionID=58&TopicID=264
Barbara Henderson and Debbie Willis spoke to various university students including University of Louisville students in the visual impairment teacher certification program about the work and goals of APH's Accessible Tests Department, test-related services available, and resources for acquiring accessible tests, materials, and information. Monica Coffey provided a poster session during CEC which introduced the Accessible Tests Department and test-related services available from APH. In August 2005, Monica met with Pearson staff in Iowa City, Iowa, to provide a presentation on Testing Students with Visual Impairments. Members of Pearson's assessment staff were able to get many of their questions answers to help ensure future test items are accessible to students who are visually impaired.
Barbara Henderson worked with Consultant Lynne Jaffe, a learning disabilities specialist, to create a presentation on Woodcock-Johnson III Tests of Achievement in Braille. Jaffe provided this presentation at the Arizona Association for the Education and Rehabilitation of the Blind and Visually Impaired Conference held in Prescott in October 2004. Carol Allman presented Accommodations to Help Maximize Test Performance of Students with Visual Impairments at the National Family Conference. The audience included parents, students, educators, and psychologists. While Carol was in Louisville for this conference, members of Accessible Tests took the opportunity to discuss some department plans for FY 2006.
For professional development, Accessible Tests staff continued to participate in meetings, workshops, and conferences, and to take classes on the education and assessment of students with visual impairments. Members of Accessible Tests attended the CCSSO Conference on Large Scale Assessment and a pre-conference workshop in connection with CCSSO on developing alternate assessments for students who are unable to take regular state assessments, with or without appropriate accommodations; Meeting of the Minds (MoM) III sessions with university personnel held at APH; sessions during the National Family Conference hosted in Louisville, Kentucky; and the 2005 Council for Exceptional Children (CEC) Conference in Baltimore, Maryland. Sessions attended at CEC included a pre-conference workshop on the changes to the Individuals with Disabilities Education Act. Test Editor Monica Coffey attended the National Braille Association Conference held in Memphis, Tennessee. This conference offered opportunities to learn about computer-assisted transcription, transcriber's notes, tactile graphics, and Braille Authority of North American (BANA) guidelines.
Accessible Tests staff also participated in a teleconference on Accessible Textbooks in Schools: A State and National Progress Report. The teleconference focused on current state and national initiatives to improve access to instructional materials for students with print disabilities. Skip Stahl with the National Center for Accessing the General Curriculum at the center for Applied Special Technology (CAST) addressed the landmark endorsement of the National Instructional Materials Accessibility Standard (NIMAS) by the US DOE. This voluntary standard will guide the production and electronic distribution of digital instructional materials such as textbooks so they can be more easily converted to accessible formats such as braille and text-to-speech.
More test publishers started providing test items in color. Test publishers, test administrators, and educators asked questions and sought expertise regarding access to these items by low vision and/or colorblind individuals. Accessible Tests staff attended a training session offered by Elaine Kitchel, Low Vision Project Leader in the Research Department, on editing test items presented in color for individuals with color blindness.
Test and Assessment Project Leader Barbara Henderson attended the first annual Universal Design for Learning (UDL) Summer Institute sponsored by the Kentucky Department of Education (KDE). The main guest speaker was David Rose of CAST, Inc. and Harvard University. David, who is co-author of Teaching Every Child in the Digital Age, spoke on the topic of The Future of UDL in Education. Six model UDL schools reported on how they used grant-funded activities to integrate UDL into their school's curricula and testing.
Phil Hatlen and Debbie Willis joined forces as co-chairs of Goal 8 (Expanded Core Curriculum) to address this National Agenda goal. Debbie also continued to serve as chair of Goal 6 (Assessment).
In FY 2006, the goal of the Accessible Tests Department as it relates to the APH mission continued to be addressed. To further the education of test developers, publishers, and assessment personnel, as well as our own education and professional development, members of Accessible Tests continued to provide presentations and workshops, participate in various collaborative efforts and meetings, serve as focus group, task force, and committee members, and attend relevant classes, workshops, and events. Additional handouts, documents, and surveys were authored and disseminated. More information, resources, and related links were added to the Accessible Tests web page, and discussion regarding development of some "Test" webcasts and APH's first Test and Assessment catalog got underway.
At APH's 2005 Annual Meeting, poster sessions, concurrent sessions, and a general session presentation were provided on test and assessment topics, and related issues such as the expanded core curriculum. Related meetings such as the AFB Solutions Forum and National Agenda Committee Meeting were attended. Immediately following Annual Meeting, Carol Allman provided an "On the Road" workshop at the New York AER and an in-service to the New York Department of Education and state assessment staff on testing students who are blind or visually impaired. Surveys and networking with the field and with our customers continued as a means to determine customer satisfaction and specific needs for products, services, and information. Test-related contract work to review and edit state assessment and alternate assessment items, and prepare test notes for administering the alternate media editions, was accomplished throughout the fiscal year.
Early in FY 2006, staff from Accessible Textbooks Initiative & Collaboration (ATIC) and the Accessible Tests Department moved into a newly renovated area of APH. Discussions on effectively working together to provide instructional and test materials in high quality, accessible media in a timely manner ensued. Some ATIC staff was shared on a part-time basis with Accessible Tests and provided project support. Guidelines and ways of providing more consistent presentation of instruction and test materials were explored. Dena Garrett, Accessible Media Editor for ATIC, provided copies of test guidelines developed through Accessible Tests to each member of BANA's committee that is reworking Braille Formats: Principles of Print to Braille Transcription 1997. Since transcribers across the country adhere to BANA guidelines, Dena and Accessible Tests staff will work with BANA committee members to adopt test guidelines so that future test materials will be formatted and transcribed in a more consistent manner.
In order to provide education, information, training, and resources on making test items accessible in various media for test-takers who are blind or visually impaired, Accessible Tests staff, along with Research Staff and a guest speaker from the National Alternate Assessment Center at the University of Kentucky, provided four major workshops during FY 2006; two at APH and two on-the-road in connection with other scheduled conferences. During these workshops, well over 100 professionals and students from across the country received training, information, and resources; some of these individuals returned to their school systems or companies and provided training to their colleagues. Numerous state department of education personnel from across the country participated in the FY 2006 workshops. Test publishers attending these workshops included representatives from ACT, Inc., Data Recognition Corporation, Educational Testing Service, Pearson Assessments, Measured Progress, and ThinkLink Learning. Some major agencies represented included Association of Test Publishers, ATECH Services, and Design Science, Inc.
The National Center for Leadership in Visual Impairment (NCLVI) is a collaborative agreement funded by the U.S. Department of Education, Office of Special Education Programs. NCLVI was created in order to increase the number of leaders in the field of blindness and visual impairment. Since assessment of students with visual impairments is a significant area of concern, the topic of discussion for NCLVI scholars during the month of November 2005 was statewide assessments presented in accessible formats to students who are blind or visually impaired. Carol Allman and Debbie Willis joined primary instructor Amanda Hall-Lueck as Leadership Discussants during this "Assessment" course.
Accessible Tests staff attended and/or presented at various conferences which included the Association of Test Publishers Conference, the Council of Chief State School Officers Conference on Large-Scale Assessment, the Second Invitational CASMA-ACT Conference, the Educational Testing Service and College Board sponsored conference on Accommodations for Students with Disabilities, Kentucky AER, Kentucky Valley Special Education Cooperative Institute, and the National Association for Adults with Special Learning Needs. Presentations were also provided to groups of teachers and university students, such as Jefferson County Vision Teachers, and Vanderbilt and University of Louisville graduate students, who visited APH.
The Director of Accessible Tests served on the National Agenda Committee as chair of the assessment goal to help ensure assessment of students who are blind or visually impaired will be conducted, in collaboration with parents, by personnel having expertise in the education of students with visual impairments. Phil Hatlen and Debbie Willis continued to co-chair the expanded core curriculum goal. Two surveys to determine a national picture of the current status of the expanded core curriculum were developed and disseminated in FY 2006; results of these surveys will be compiled and reported in FY 2007. Debbie was also appointed a member of the American Psychological Association's (APA) Task Force to improve access to standardized tests and test-related materials for graduate students, professionals, and parents who are blind or visually impaired. Accessible Tests is working on a contract basis with a graduate student in need of a braille edition of the Mini International Neuropsychiatric Interview (MINI) for class as well as professional use. Debbie is also serving on the Association of Test Publishers Education Division 2007 Conference Committee.
More information and features were added to the Accessible Tests Department web page in the third quarter of FY 2006. Items added include How to Contact Test Publishers and Hot Links. Hot Links include a link to APH's Louis Database as well as the Accessible Media Producers (AMP) Database, and the National Agenda website. To add educational value, awareness of accommodations, and interest, a photo montage showing children taking tests using various accommodations and in various accessible media has been added to the main page. Finally, easier navigation and updated links are features of the new and improved page. Development of a Test and Assessment catalog was initiated and will be made available in the third quarter of FY 2007.
Accessible Tests staff continued a collaborative effort begun in 2005 with the National Center for Accessible Media (NCAM), AFB, and RFB&D staff to research most promising practices in narration of math and science content for Digital Talking Books and materials. Staff helped to identify Science, Technology, Engineering, and Math (STEM) professionals and students to participate in a survey which is currently underway in the second year of the project. Barbara Henderson participated in the National Association for Adults with Special Learning Needs (NAASLN) International Conference, November 13-15, 2006, in Denver, Colorado as one of four presenters in a regular session on Accessible Tests for Adult Students. Finally, Barbara joined five other people for a special focus group session on the Current Status of Testing Accommodations for the NAASLN population.
An additional collaborative effort is continuing with CASAS, an organization devoted to assessment of adult basic skills required for success in the workplace and in life, to develop and research the first braille edition of a CASAS assessment instrument. Barbara Henderson assisted CASAS staff in identifying additional field testing sites where braille readers ages 16 and up might participate. The goal for the CASAS study is to secure 50 field test participants by the end of calendar year 2006. Barbara also participated as a consultant and panelist in a two-part study conducted by the National Center on Educational Outcomes. The results of the study were published as an online technical report titled, Considerations for the Development and Review of Universally Designed Assessments. This document is available at: http://education.umn.edu/NCEO/OnlinePubs/Technical42.htm
Barbara Henderson furnished updated information on APH tests and test-related materials for the winter 2005 revision of Lighthouse International's Assessment Compendium: Instruments for Assessing the Skills and Interests of Individuals with Visual Impairments. The free, online document is now available at VisionConnection: www.visionconnection.org/Content/ForProfessionals/PatientManagement/Pediatrics/AssessmentCompendium.htm
During FY 2006, Barbara continued to work with the Kentucky Department of Education and the Kentucky School for the Blind to review the online version of the Commonwealth Accountability & Testing System (CATS) in order to ensure accessibility for students who are blind or visually impaired. Accessible Test Editors Monica Coffey and Kris Scott participated on a statewide Bias Review Committee to examine potential test items on Kentucky's Core Content Tests.
Carol Allman and Barbara Henderson participated in the First Annual Invitational Summit on Universal Design in Assessment which was sponsored by the National Center on Educational Outcomes (NCEO) at the University of Minnesota; eight partners and an additional eight test publishers participated. Panel members are working on an article to be submitted to a juried publication in FY 2007.
During this fiscal year, Accessible Test Editors took on three new challenges: 1) reviewing, editing, and preparing scripts for use by Recording Studio staff, as well as proofing the recorded masters, 2) checking print tests to be "enlarged" for errors or issues as a result of the enlargement process, and 3) reviewing and editing states' alternate assessments. An additional project to review and make recommendations to a test under development with regard to colorblindness and low vision concerns was undertaken. Elaine Kitchel, Low Vision Project Leader in the Research Department, contributed her time and expertise to the success of this project and the continuing professional development of Accessible Tests staff.
Test and assessment projects in the areas of 1) contract work and 2) project development that results in catalog products were undertaken. In FY 2006, approximately 345 unique tests and assessments, answer documents, and test-related reference sheets were reviewed, edited, and produced in accessible media. This represents a 30% increase over a one-year period in the number of unique test materials produced on a contract basis. These tests were requested by various test publishers and state department of education staff from states that included Connecticut, Illinois, Indiana, Kansas, Kentucky, Louisiana, Michigan, Nevada, New York, South Carolina, Tennessee, and West Virginia. Though varying in content, these tests generally assessed mathematics, science, social science, reading, and writing. Accessible Tests staff also edited and produced the Ballard & Tight IDEA English Language Proficiency tests which are used by several states for all grades in both contracted and uncontracted braille. Of the tests prepared, seven forms were alternate assessments reviewed and edited for West Virginia, and 12 forms were alternate assessments for Michigan. Test administration notes were written and provided, as requested, for about 80% of these tests. Additional city and state assessments and alternate assessments will continue to be reviewed and edited by the Accessible Test Editors, and/or produced at APH in accessible media, as requested and as resources are available to provide high quality tests in accessible media and timely delivery of test materials.
Catalog items under development by the department's Test and Assessment Project Leader are in various phases as listed below:
The following new projects were proposed in FY 2006 and approved for further development in FY 2007: Large Print Number Line and Tactile Disposable Number Lines; KeyMath-III; and the Kaufman Tests of Educational Achievement-II (KTEA-II).
For more information on the above projects, see the individual project reports in the Test and Assessment section that immediately follows Work Planned for FY 2007.
Accessible Tests staff gratefully acknowledge the direction and support of Executive Committee members and Ex Officio Trustees, and all the wonderful partners within APH and with individuals, agencies, schools, and organizations outside of APH who worked together to help make instructional materials and tests available in accessible media for individuals with visual impairments, who promoted the inclusion of individuals with visual impairments during test development, and who were actively engaged in improving the test performance of blind and visually impaired individuals through research, education, and communication. As Helen Keller said, "Alone we can do so little; together we can do so much." There is much to be done.
Work planned for FY 2007
Accessible Tests staff will work closely with APH's Contract Administration, Production, Research, ATIC, Field Services, and Communications staff, and will engage in discussions and seek direction from Executive Committee members and Ex Officio Trustees, particularly members of the Educational Products Advisory Committee and Educational Services Advisory Committee. Additional city and state assessments and alternate assessments will continue to be reviewed and edited by Accessible Tests Editors, and/or produced at APH in accessible media, as requested and as resources are available to provide high quality tests in a timely manner. Test Administration Notes will be provided for accessible media as specified by each contract or agreement. Research and development efforts that result in test-related catalog products will continue. The needs of the field will be surveyed, high priority needs identified, products completed, product-related services provided, and customer satisfaction gauged.
Accessible Tests staff will offer leadership through services, collaborative efforts and partnerships, and product-related research and development. Workshops at APH, "on the road" workshops in connection with other conferences, presentations, and webcasts on test topics and issues will be developed and made available on the APH website. Training sessions on accessible versions of the Woodcock-Johnson III: Tests of Achievement will be planned. Collaborative efforts, networking and partnering with test publishers, item developers, and assessment personnel across the country will be pursued. Research and cooperative efforts with universities and agencies such as the Association of Test Publishers, the American Psychological Association, the National Center on Educational Outcomes at the University of Minnesota, the National Alternate Assessment Center at the University of Kentucky, the Braille Authority of North America, American Foundation for the Blind, and others will be engaged in order to continue addressing the tracks identified at the outset of Test Central (now APH's Accessible Tests Department).
The resources and guidelines for making test items accessible in various media and the special issues with regard to testing students with visual impairments will be reviewed, revised, updated, and freely shared. Test-related information and links to resources will continue to be provided and updated on the Accessible Tests web page. Test guidelines will be discussed with members of BANA, and efforts will be made to encourage BANA to adopt guidelines so that tests and assessments will be produced in braille according to standard guidelines. APH's first Test and Assessment Catalog will be developed and disseminated.
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Purpose
To provide well-designed, accessible answer documents in braille and large print for use in curricular activities, test preparation, and in actual testing situations
Project staff
Barbara Henderson, Project Leader
Elaine Kitchel, Consultant/Low Vision Project Leader
Eleanor Pester, Consultant/Braille Project Leader
Tom Poppe, Model/Pattern Maker
Background
As more and more states move toward No Child Left Behind (NCLB) compliance, materials such as accessible answer documents must be supplied if the student is to take the test independently and successfully. It is also hoped that a collaboration with a major test publisher will result in development of an accessible "scannable answer sheet" or "bubble sheet," for use by a braille reader or a large print reader, which is machine scoreable. Such sheets are now totally inaccessible to blind and low vision students, preventing them from full participation in assessment opportunities alongside their peers.
Work during FY 2006
The project leader was unable to bring this project back into active status during FY 2006 due to prior commitments. No additional work was done on the project during that time frame.
Work planned for FY 2007
It was decided that finding a partner for research into necessary design considerations for accessible answer documents is more important than ever. Many states are moving to computerized scoring of their achievement tests and current scannable answer documents are not useable by low vision and blind test takers. The project leader has made several contacts with test publishers and research entities, but a committed partner must be identified within the first quarter of FY 2007 if this project is to be pulled off the PARCing Lot again in the second quarter of FY 2007.
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Purpose
To fill the need, expressed by the field, for a large print version of this trusted and widely used criterion-referenced test
Project staff
Barbara Henderson, Project Leader
Kristopher Scott, Accessible Test Editor/Co-Project Leader
Bisig Impact Group, Graphic Art & Layout
David McGee, Manufacturing Specialist
Background
Based upon feedback from the field, the project leader determined that a student large print edition of this popular criterion-based assessment was needed as a companion piece to the student braille edition which is already available. Access to the publisher's files and a new process for production of full-color large print have made this project much more realistic in FY 2006.
Work during FY 2006
The publisher's files were received in the third quarter of FY 2006 and file conversion began. The project leader worked with Bisig Impact Group staff to set specifications for the large print formatting and a PDC meeting was held at APH to determine product structure and timelines.
Work planned for FY 2007
Work with Bisig Impact Group staff on reformatting each subtest will continue until the four volume large print set is ready for production at APH.
(Continuing)
Purpose
To fill the need for teacher-training materials on the topic of assessment and to provide a series of DVD's to accompany and support use of the book from American Foundation for the Blind (AFB) Press, entitled Collaborative Assessment: Working with Students Who Are Blind or Visually Impaired Including Those with Additional Disabilities
Project staff
Barbara Henderson, Project Leader
Monica Vaught, Research Assistant/Project Co-Leader
California School for the Blind Assessment Team, Project Consultants
Background
The project leader determined that a new and updated assessment video or DVD would be an appropriate addition to our product line. In the meantime, requests increased from the field for teacher-training materials in all areas of assessment. The Collaborative Assessment DVD series was selected because it will provide materials for that area of college study, as well as promote the collaborative approach to assessment of visually impaired students in existing K-12 programs.
In the second quarter of FY 2005, the project leader met with project consultants from California School for the Blind (CSB) and AFB Press staff in San Francisco, California, during the California Transcribers and Educators of the Visually Handicapped (CTEVH) Conference. Product development schedules and other details were discussed for the introductory DVD. Proposed DVD content and target audiences were also outlined. Several teleconferences were subsequently held between APH staff and project consultants in the third quarter of FY 2005. As a result of dramatic personnel changes and restructuring of job responsibilities for the CSB staff, the project was placed back on the PARCing lot until such time as the consultants could fit the project into their new schedules.
Work during FY 2006
The project was not removed from the PARCing Lot in the second quarter of FY 2006 as planned. Work schedules of CSB staff prevented their involvement until at least January of 2006. No further work was undertaken on this project during FY 2006, with the exception of a teleconference between CSB staff and APH project staff in August 2006 to discuss reviving the project and next steps. The project was revived and again pulled from the PARCing Lot.
Work planned for FY 2007
The project leaders will meet to discuss staffing needs. CSB contributors will provide an outline of the first (introductory) DVD in the series during the first quarter of FY 2007, so that a PDC meeting can be held to establish new timelines.
(Continuing)
Purpose
To provide assessment tools for daily living/functional skills for students in primary grades, middle school, secondary school, and transition classes
Project staff
Mary T. (Terrie) Terlau, Project Leader
Barbara Henderson, Tests and Assessment Project Leader, Advisor
Diane Bender, Project Consultant
Ann Travis, Research/Project Assistant
Background
As the Expanded Core Curriculum becomes increasingly important in the education of students who are blind or visually impaired, a systematic method for assessing a student's progress in learning functional skills becomes essential. Many schools for the blind, university training programs, and rehabilitation agencies have developed their own strategies for assessing different aspects of self-care and daily living tasks. However, a systematic assessment process that incorporates a criterion-based scoring system and utilizes core curriculum skills in all levels of its functional assessment has not been made widely available. The need for such a comprehensive system has been expressed by numerous educators of persons who are blind or visually impaired.
Dianne Bender's assessment system for functional skills has been developed during her extensive teaching career in a residential school for the blind setting. Bender's system is being used as the basis for the Functional Assessment project because of its comprehensive coverage of functional skill areas, scoreable testing protocols, and concise, clear testing directions.
Telephone conferences with Bender have resulted in the finalization of five areas to be included in the Functional Assessment. Bender has submitted some additional materials for areas not previously covered. Bender is also developing strategies to assess a child's readiness to learn and be tested on functional skills.
Work during FY 2006
Bender has submitted revised materials for all levels of all four assessment areas: food management; clothing management; self management; and home management. Item editing/revision and creation of additional items have begun.
Work planned for FY 2007
Prototype development is expected to be completed and expert review will be initiated.
(Continuing)
Purpose
To provide accurate, inexpensive, disposable, and easy-to-use protractors with both large print and braille markings to be used primarily by blind and visually impaired students in instructional and testing environments
Project staff
Barbara W. Henderson, Project Leader
Tom Poppe, Model/Pattern Maker/Project Technical Advisor
Steve Paris, Production Division Manager/Project Advisor
Debbie Willis, Accessible Tests Director/Project Advisor
Monica Vaught, Research/Project Assistant
Background
Blind and visually impaired students taking tests do not always have appropriately designed protractors provided to them in the testing situation. Sometimes they don't get a protractor at all because protractors aren't included with the tests. Well-designed, affordable, large print or braille protractors provided as part of the assessment tool and available for classroom use and practice before the exam will optimize testing outcomes. The protractors will be included with tests requiring the use of a protractor, as well as being available as a separate item for classroom or home use.
After a 2002 survey of the kinds of protractors currently used by math students across the country (part of the field test results on the large print/braille ruler field test), the development of the Large Print/Braille Disposable Protractors (now called Large Print Protractor/Braille Toss-Away Protractor) was put on hold and returned to the PARCing Lot. It was determined that several different protractors are used by school systems across the country (including the APH Braille/Print Protractor with Goniometer). It was noted that training in use of the particular protractor being provided for testing is considered very important for the best testing outcomes. In addition, protractors come in several sizes, not all of which are appropriate for use with large print and/or braille tests. The project was placed on hold until further research could be done to determine if a protractor can be successfully produced in paper or other low-cost materials, and, if so, which materials, design, and size(s) should be used.
In 2003, the project leader received several new inquiries from test publishers and assessment personnel regarding the need for a disposable braille protractor, so this project was revived and removed from the PARCing lot in July 2003. A project assistant was assigned and a review of currently available tactile and large print protractors was begun.
An inquiry from an individual state department of education made in late 2004 aroused new interest in development of this product. Many states are now requiring use of a protractor on math achievement tests. Development of a disposable protractor model subsequently became high priority.
In FY 2005, due to increased customer demand for a low-cost protractor for testing purposes, and because of engineering problems with the current APH Print/Braille Protractor, prototype disposable tactile and large print models were fashioned in paper. Teachers and Department of Education personnel in the contracting state reviewed effectiveness of the rulers for student use during the state assessment window. Test administrators then filled out a short survey about the disposable protractors.
Work during FY 2006
In FY 2006, field test and survey results were gathered. These two products were placed on hold due to the survey results, which indicated that students found the paper protractors difficult to use for several reasons. It was determined that a re-design is needed.
Work planned for FY 2007
New timelines and specifications will be set for the re-design. Sales of the new plastic tactile and large print protractors in early FY 2007 will inform decisions on this project.
(Completed)
Purpose
To provide accurate, low-cost, and easy-to-use braille and large print protractors, for blind and visually impaired students in instructional and testing situations. Many state assessments now require students to measure angles or to draw angles, and the proper tools must be provided for practice and instruction prior to independent use during high-stakes testing.
Project staff
Barbara W. Henderson, Project Leader
Monica Vaught, Research Assistant/Co-Project Leader
Debbie Willis, Accessible Tests Director/Project Advisor
Tom Poppe, Model/Pattern Maker
David McGee, Manufacturing Specialist
Background
Blind and visually impaired students taking tests do not always have appropriately designed protractors provided to them in the testing situation. Sometimes they don't get a protractor at all because protractors aren't included with the tests. Test publishers are beginning to pay attention to provision of proper accommodations and appropriate tools that enable students to take the test independently. It is hoped that the new accessible and affordable large print and tactile plastic protractors will be purchased widely to accompany accessible math tests, as well as for classroom instructional use.
Teachers of the Visually Impaired have reported that currently available large print and braille protractors are not always useful to their students without a lot of practice or for the kinds of tasks that appear on math tests. Additionally, several different styles are being used across the nation. The APH models will provide easy access to a protractor for students nationwide. Designed using the same accessibility guidelines as the disposable protractors (see above), it is hoped that consistency among available tools will improve test performance.
In FY 2005, a plastic large print/braille protractor prototype was modeled based upon best features of the protractor styles being used most often by students with visual impairment. Nine field test sites were selected, at which 24 blind and low vision students were tested. Field testing was carried out during the second quarter of 2005. Results indicated that in general, large print readers performed much better than braille readers on measurement tasks. However, most blind students liked the design of the protractor better than their current protractor.
A few design revisions were suggested by the braille readers and were implemented. Most students with low vision also liked the design, but felt that the braille dots obscured the large print numbers. The outcome of these and other suggested revisions was the design of two separate protractors, one with braille only and one with large print only.
Tom Poppe and Monica Vaught worked together to develop the revised prototypes. Two of the nine original field evaluators were selected to do a follow-up review, the results of which were to be returned in the last quarter of FY 2005.
Work during FY 2006
Reviews of the revised prototypes were examined and final versions executed by the project leader and the manufacturing specialist during the first half of FY 2006. At that time, production specifications and timelines were established. A new machine for closing the grommets was purchased by APH, the molds were ordered and received in house, and the patterns were executed by Tom Poppe. All production materials were ordered and received in house and placed into stock in preparation for the pilot run in the last quarter of FY 2006. The final product is composed of four tactile or four large print protractors with a brief instructional brochure.
(New)
Purpose
To provide an inexpensive, disposable number line in large print and tactile formats. Teachers have expressed a need for a number line of approximately 10 inches in length, which would be ready to emboss numbers upon by the teacher or by the students themselves. This item would be useful for testing situations as well as for regular classroom activities.
Project staff
Barbara Henderson, Project Leader
Monica Vaught, Research/Project Assistant
Jeanette Wicker, Project Advisor
Background
The idea for a disposable number line was submitted by a teacher of the visually impaired who liked the APH disposable paper rulers. Her purpose was to make it easier for teachers to make a number line on the fly, without having to pull out a brailler or slate and stylus in order to fashion something for their class the next day. She felt that a number line of this kind would be very popular and fill a real need. The teacher's idea was sent through the Product Evaluation Team (PET) and deemed worthy of further development. The project was assigned to a project leader and project staff.
Work during FY 2006
In the second quarter of FY 2006, project staff communicated with the teacher who submitted the product idea. A sketch was sent to the project leader in preparation for the initial PDC meeting. The project leader met with other project leaders to brainstorm the idea and to get input on product design. It was suggested that the project leader look at ways to use existing APH number line products, or APH products which might be "adapted" for this use, before developing an entirely new item. The project leader and project staff began reviewing existing products for this purpose.
Work planned for FY 2007
As time permits, project staff will continue to review APH products and to look for any existing commercially available products which could be easily and quickly adapted for this use.
(New/discontinued)
Purpose
To provide braille versions of the official practice tests for G.E.D. test preparation. The need for braille practice tests, transcribed in the same format as the actual G.E.D. tests, has been expressed by the field and specifically requested by one ex officio trustee of the American Printing House for the Blind.
Project staff
Barbara Henderson, Project Leader
Monica Coffey, Accessible Tests/Project Editor
Rosanne Hoffmann, Research/Project Assistant
Background
In FY 2005, an ex officio trustee contacted the project leader regarding the need for G.E.D. practice tests in braille. The G.E.D. tests were available in braille, but the official G.E.D. Practice Tests were not, putting blind students at a disadvantage. It was decided that APH would seek permission to do the braille editions and market them in our catalog. A long process ensued, during which APH contacted both the publisher and the copyright holder.
Work during FY 2006
Permissions were finally granted in FY 2006, and project staff members were assigned. During the early stages of the work, the project leader discovered that another vendor was already transcribing the Official G.E.D. Practice Tests under contract with a different agency in the same state. Rather than duplicate efforts, APH abandoned the project.
Work planned for FY 2007
No further work is planned on this project.
(Continuing)
Purpose
To determine the needs of the field with regard to testing and assessing students who are blind or visually impaired
Project staff
Barbara W. Henderson, Project Leader
Debbie Willis, Accessible Tests Director/Project Advisor
Carol Roderick, Research/Project Assistant
Background
In FY 2005, the project leader and the director presented short talks on the topic of new products and trends in assessment during several APH meetings. Recommendations from those groups as well as from the APH advisory committees was sought before developing a plan for proposed new assessment products and projects for FY 2006.
A short survey about the tactile and large print protractors was placed on the APH web site in the second quarter of FY 2006. Additionally the project leader worked with an APH apprentice in the second quarter to survey state adult education agencies regarding "mandated" assessment instruments. An Excel database was created which lists web sites and contact names at agencies for adult students. The project leader contacted test publishers and reviewed commercially available tests that were recently published. Finally, the project leader researched Reading Curricula and Allied Assessments currently being used most widely in the U.S. This information was used to inform the selection of several new projects. In addition, this information was shared with the Core Curriculum Project Leader in her work with Remedial Reading Programs such as the Wilson Reading Program.
Work planned for FY 2007
A new online survey about assessment needs will be presented at the APH Annual Meeting 2006 Information Fair and on the APH web site. Several webcasts on the topic of accessible testing will be presented by APH staff with the project leader's input. Finally, trainings for Woodcock-Johnson III: Tests of Achievement, Braille Edition, will be presented at National Instructional Partnership (NIP) Events and via webcasts. The project leader will continue to review commercially available tests for potential as APH projects.
(Continuing)
Purpose
To make generic test preparation/practice materials available in accessible formats (braille, large print, and audio) for the purpose of preparing K-12 students who are visually impaired and blind to take achievement tests. Adult students preparing for the General Education Diploma (GED) or for college entrance exams may also utilize the advanced levels of these materials.
Project staff
Barbara Henderson, Test and Assessment Project Leader
Kristopher Scott, Accessible Tests Editor/Co-Project Leader
Debbie Willis, Accessible Tests Director/Project Advisor
Monica Coffey, Accessible Tests/Project Editor
Dena Garrett, Accessible Media/Project Editor
Bisig Impact Group, Graphic Art/Layout
Background
During Spring 2003 meetings of the APH Educational Products and Educational Services Advisory Committees (EPAC and ESAC), practice/test preparation materials in accessible formats were identified as a high priority need. Even if students are able to get their tests in accessible formats in a timely manner, there is no guarantee that they will have the same access to test prep materials. The APH advisory groups expressed their desire to see such materials available as a catalog item. Furthermore, as an extension of the stated goals of the Accessible Tests Department, "provision of practice/test prep materials in accessible formats" was added, at the request of the advisory committees.
In FY 2003 the project leader and editors reviewed commercially available test prep packages prior to proposing the new project. After the project was approved, in June 2003, the project leader, with the help of the APH librarian and an assistant, did a complete search of all currently available test prep/practice materials for standardized and achievement tests.
Once the best package was selected from among those available, the project leader contacted the publisher to secure approval for the project. The Test Ready® series was deemed most appropriate for our purposes. The publisher, Curriculum Associates, long seen as a leader in research-based educational testing, has been very supportive of our efforts. They have agreed to provide any print materials needed. Copyright permission statements were secured quickly and editing of the series tests was begun. Three subject areas were selected: Language Arts, Reading and Mathematics. Grade levels three through eight and an "advanced" level will be produced for each subject area.
In early FY 2005, Kristopher Scott joined Barbara Henderson as co-project leader. The project leaders and the project assistant organized a database for documenting editing of the three media. The project editors began editing, each taking a different subject area for consistent presentation. The project leaders received electronic files from the publisher and arranged with BISIG staff to convert them. Several meetings were held to discuss how to package the materials for marketing and catalog listings.
Work during FY 2006
Editing of the Plus Math, Language Arts, and Plus Reading titles continued. One level of the series, Plus Math Book 7, was brought through a trial production process in order to improve and revise our current methods of producing large print and to fashion a timeline. Bisig Impact Group staff worked with the project leaders to format the student book and teacher guide. In the last quarter of FY 2006, a trial production run will be carried out on book 7. It will be printed on the IGen-3 and the output judged. A production schedule was set accordingly.
Work planned for FY 2007
Work on the remainder of the series will continue as scheduled after the trail run is reviewed.
(Continuing)
Purpose
To make widely used Psychoeducational Assessment materials available in braille and in full-color large print
Project staff
Barbara W. Henderson, Project Leader/Editor
Lynne Jaffe, Ph.D., Project Consultant
Carol Anne Evans, M.Ed., Project Consultant
Lana McClurg, M.A., Project Consultant
Monica Coffey, Accessible Tests/Project Editor
Dena Garrett, Accessible Media/Project Editor
Kristopher Scott, Accessible Tests/Project Editor
David McGee, Manufacturing Specialist
Background
The Woodcock-Johnson III (WJ-III) Tests of Achievement are widely known and used to assess academic strengths and weaknesses in children and adults. Practitioners in the field of visual impairment have long expressed their desire to have APH provide an adaptation of the WJ-III for braille readers. Identified by focus groups and in assessment surveys as one of the top three needs alongside Brigance Green (CIBS-R) and Wechsler Individual Achievement Test (WIAT), WJ-III was brought forward as a project in 2001 in preparation for publication of the 2001 revision. Permission of the Riverside Publishing was sought and two expert consultants were hired: Lynne Jaffe, Ph.D., Learning Disabilities Specialist, Technical Assistance to Schools Assessment Team, Arizona State Schools for the Deaf and Blind and Carol Anne Evans, M.Ed., School Psychologist, Davis School District, Farmington, Utah.
The project leader and the consultants met in early FY 2003 to plan the project timeline. Editing of the standard battery for braille was all but completed during the weekend meeting. Editing of the extended battery was completed in the following two months. Work was outlined for the test administrator's manual. A project assistant and project editor were assigned and work was begun on the markups for braille transcription.
Work on the test administrator's manual and markups for the braille transcription continued. Completion of product specifications occurred in late 2003. Braille transcription began for the prototypes. The project leader worked with the graphic artist and transcriber to make formatting and design decisions.
Because of the desire to make a full-color edition available as well, it was decided that the large print formatting would be done by APH ATIC staff using their current techniques. Editing for the large print edition was begun in late spring and completed in mid-summer. ATIC staff worked with the project leader to format the large print prototype. Layout of cover art, packaging and other product elements were discussed with the graphic designer.
Field testing/field review sites were established, with plans to carry out field testing in summer and early fall 2004. Due to some unforeseen production problems during development of the prototypes, field testing was delayed until the third quarter of FY 2005. Nine field reviewers and 23 individuals with visual impairments participated in the field testing.
Work during FY 2006
Field testing and review proceeded, with analysis of results and group decisions on revisions being made by the field reviewers. The necessary revisions in the prototype were made in the second and third quarters of FY 2006. Final large print and braille production masters were developed in the last quarter, in preparation for the production run.
In mid FY 2006 one of the authors, Richard Woodcock, became very involved in making WJ-III more accessible to braille readers. Woodcock has communicated with Riverside Publishing to provide substitute items and additional tests so that this special edition will have all of the clusters intact. Otherwise, deletion of items which were too visual would have rendered some of the clusters unavailable for diagnostic and scoring purposes. Woodcock is also supplying a special Compuscore® CD for the braille edition.
Work planned for FY 2007
Writing of the Examiner's Manual for the Braille and Large Print Editions and the supplemental Manual for the Braille Edition will be finished in early FY 2007. A specifications meeting will be held and a pilot run will be scheduled.
Ralph E. Bartley, Ph.D.
Director
(Continued)
Purpose
To develop adult life products and services that are affordable, user-friendly, and consumer driven and that address the diverse needs of the blind and visually impaired population
Project staff
Mary T. (Terrie) Terlau, Project Leader
Carol Roderick, Research Assistant
Background
Product development in the area of Adult Life was initiated at APH in the summer of 1998. The first products derived specifically from this effort were made available during FY 1999. Product research along with consumer and professional networking, have continued to characterize the development of products for adults.
Work during FY 2006
APH Adult Life products and their applications to specific populations were presented by the Adult Life Project Leader as follows: Miniguide US and 'K' Sonar, information shared at the NFB World Congress on Wayfinding Technologies for the Blind, Baltimore, Maryland, October, 2005; Sherlock, LumiTest, Miniguide and more: New Daily Living Devices from APH, Workshop presented at the annual conference of the MidAmerica Conference of Rehabilitation Teachers and the Association of Southeastern Rehabilitation Teachers, St. Louis, Missouri, November, 2005; Sherlock and more: Applications of APH Daily Living Products In the Classroom, Interactive Product Demonstration and Hands-on Experience Provided for Kentucky Teachers of Visually Impaired Students at the Gateways Conference, Louisville, Kentucky, July 2006.
Information about specific products under development is provided in the remainder of this section.
Work planned for FY 2007
Investigation and development of new products for adults will continue. The Adult Life Project Leader will continue to seek input from the field by networking with APH Ex Officio Trustees and consumer and professional groups. Focus groups will be conducted as needed.
(New)
Purpose
To provide persons with visual impairments, persons who are blind, and persons who are DeafBlind with a reliable and accurate method of testing power levels in batteries
Project staff
Mary T. (Terrie) Terlau, Project Leader
Fred Gissoni, Project Assistant
Background
Persons who are blind, visually impaired, and DeafBlind rely on a great deal of battery-powered assistive technology to read, write, and receive other information. Several examples of assistive technology using standard batteries include APH's Book Port, (used for reading books and a variety of other material) and APH's Personal Pager (used to alert persons who are DeafBlind). Without the ability to see the LED or display on a non-adapted battery tester, persons with visual impairments can not gauge how much power is left in a set of batteries. When assistive technology does not operate because batteries unexpectedly die, persons with visual impairments may be unable to carry out essential work, leisure, or communication tasks. The provision of a reliable, sturdy battery tester that gives feedback in both auditory and tactile forms and that can be used easily by persons who are blind or DeafBlind can make it possible for these individuals to be certain of how much power remains in batteries and to better predict how much operating life is left in their assistive technology.
Work during FY 2006
A durable, consumer-friendly battery tester was located. This device is produced by CareTec in Austria. The auditory version of this product beeps three times if the battery is full, two times if the battery is moderately full, and one time if the battery is low. If the battery is dead, the device does not beep. A tactile version of this device both vibrates and beeps in the patterns mentioned above. Therefore, the tactile version can be used effectively by persons who are DeafBlind. CareTec has agreed that APH will be the exclusive distributor of this product in the United States. Fred Gissoni has written a draft of an Instruction Sheet for each version of the device. Instructions will be provided in large print and in braille with each Battery Tester.
Work planned for FY 2007
Production of the braille and large print instruction sheets will be completed, inventory will be acquired and packaged, and the product will become available for sale early in FY 2007.
(Continued)
Purpose
To provide braille users with a system for easily storing and locating personal financial information
Project staff
Mary T. (Terrie) Terlau, Project Leader
Background
During development of and subsequent presentations of the EZ Track Financial Record Keeper, 1-07920-00 (a financial organizer for large print users), consumers and professionals requested APH to develop a tool to organize and access financial information for braille users. The Braille DateBook, 1-07899-06, offers braille users a portable, logical system for organizing and accessing schedules, grocery lists, to do lists, and much more. A Financial Record Insert could give Braille DateBook users an efficient and user-friendly structure for organizing financial information. A more detailed financial organizer, which uses 8.5" X11" paper in a three-ring binder, would include all of the organizational information found in its large print EZ Track counterpart.
Information about the EZ Track Financial Record Keeper can be found at the following link: www.aph.org/products/2005.html#n09
Information about the Braille DateBook can be found at the following link: www.aph.org/products/2005.html#n2
Work during FY 2006
It was decided that question stems would be embossed onto the DateBook paper rather than provided on pressure-sensitive labels for the customer to attach to the page. The project leader reformatted material from the EZ Track Financial Record Keeper for 8.5" X 11" braille paper and found that approximately 230 pages were required to allow space to fill in this material. The number of pages needs to be reduced to make the product convenient to use. The project leader is evaluating two strategies for reducing the number of pages without loss of significant financial information: (1) providing guidelines and allowing users to enter data in a more free-flowing manner; and (2) using fewer, more general item stems so that less page space is needed for specific questions. Field reviewers are being sought.
Work planned for FY 2007
Both versions of this product will undergo the field review process, changes will be made based on review results, and the product is expected to be available for sale late in FY 2007.
(Continued)
Purpose
To provide information to adults who have lost vision about how to identify objects and materials in their environment, particularly household items, and a tool kit to assist in labeling
Project staff
Mary T. (Terrie) Terlau, Project Leader
Lisa-Anne Mowerson, Project Consultant/Author
Erica Rucker, Research/Project Assistant
Background
An Independent Living Specialist in Kentucky suggested that APH create a set of large print labels for canned foods and pantry items. Input from a focus group of rehabilitation teachers led to the expansion of this product to include a consumer-oriented book that provides guidance in organizational techniques as well as labeling. A Labeling Tool Kit is also being developed to accompany the book. These materials will help visually impaired adults who are unable to access rehabilitation teaching services to understand and apply organizational and labeling principles. Rehabilitation teachers can also use these materials with students whom they see infrequently.
During FY 2004, Lisa-Anne Mowerson produced materials based on her years of experience teaching these skills to individuals and groups of persons with visual impairments. Editing, restructuring, and reorganization of materials for the first third of the book were completed. During FY 2005, revision and editing of materials in the second third of the book was undertaken.
Work during FY 2006
The project leader and consultant have continued to develop the structure for the final two thirds of the book. Originally based on structure and presentation style used in face-to-face teaching, the book's material requires major reorganization in order to support learning without the aid of a teacher and student group. The project leader and an APH intern have rewritten the middle third of the book and the consultant has begun work on revising material in the final third.
Work planned for FY 2007
The consultant will complete revisions of the final third of the book, the project leader will edit these materials, and a draft will be prepared for field review. Field reviewers will be selected and the field review process will be undertaken. Materials will be edited based on field review results and final text will be made available for graphic design.
(New)
Purpose
To provide a durable magnetic material on which labels for cans and other metal surfaces can be brailled with a braillewriter or a slate and stylus and which can then be reused repeatedly on cans or other metal surfaces
Project staff
Mary T. (Terrie) Terlau, Project Leader
David McGee, Manufacturing Specialist
Background
Braille labels that are placed on canned foods often are made from pressure-sensitive Dymo-Tape™ or another permanently affixed braille labeling material. Such labels are thrown away with the can and cannot be reused. Discarding labels that, if attached in another way, could be reused on other cans of the same type of food is costly in terms of labeling materials and time taken to re-braille the same labels. Magnetic Dymo-Tape™ offers one solution for reusable can labels. However, some persons find this material difficult to handle because it is fairly thin. A thicker magnetic label that could hold braille well would offer a more widely acceptable label for canned goods.
Work during FY 2006
The project leader and manufacturing specialist reviewed a variety of magnetic vinyl samples for thickness and ability to hold braille. A material and a packaging strategy were selected.
Work planned for FY 2007
Instructions will be written, packaging graphics will be created, and the product will become available for sale.
(New)
Purpose
To provide a magnetic label for canned goods or other metal surfaces that will hold large print letters made with bold-line pens or markers up to an inch in height
Project staff
Mary T. (Terrie) Terlau, Project Leader
David McGee, Manufacturing Specialist
Background
Persons who can no longer read labels on canned food products frequently make large print labels on file cards and attach these cards to cans with a rubber band. Large print label-making devices can also be used. However, each of these methods is problematic. Rubber bands can slip off of round cans and can also become entangled with cards on neighboring cans on the cupboard shelf. Label makers are expensive and may not make print large enough for some persons with low vision. A strip of magnetized vinyl with a paper surface would allow persons with low vision to write labels and reuse them on other cans of the same food.
Work during FY 2006
Samples of magnetic vinyl were examined by the project leader and manufacturing specialist, and desirable features were determined. Appropriate magnetic vinyl was located, and plans to produce a one inch high, 120 inch long roll of Magnitachers for Large Print were made.
Work planned for FY 2007
Instructions in large print and braille will be written, packaging graphics will be obtained, and the product will become available for sale during FY 2007.
(New)
Purpose
To securely attach Sherlock Labels to cans and other metal surfaces in such a way that labels can be removed and reused
Project staff
Mary T. (Terrie) Terlau, Project Leader
David McGee, Manufacturing Specialist
Background
The Sherlock Talking Label Identifier, 1-07410-00, is a hand-held auditory label maker; hold the Sherlock device against one of its paper labels or plastic tags, record your label message, and Sherlock will play back your label whenever you show it the specific label or tag. This device is useful for persons who can no longer read large print and who do not know braille. The pressure-sensitive labels can be permanently attached to items such as books and CDs. In order to reuse labels on consumable items, they can be attached to a card which is fastened to a box or can of food by a rubber band. Although attaching a card to a box of food is fairly easy and efficient, using this method to attach Sherlock labels to cans is problematic. Rubber bands can slip off of round cans and can become entangled with cards on neighboring cans on the cupboard shelf. To resolve this problem, a new mean