prep assistive technology handbook 2012-2013
TRANSCRIPT
Piedmont Regional Education Program
225 Lambs Ln. Charlottesville, VA. 22901
(434) 975-9400 (PH) – (434) 975-9401 (FX)
Website: prepivycreek.com
PREP ASSISTIVE TECHNOLOGY
HANDBOOK 2012-2013
PREP Assistive Technology Handbook 2012-2013
PREP Assistive Technology Table of Contents
I. Assistive Technology Team Mission Statement II. Assistive Technology Services
III. Assistive Technology Team Information
1. AT Facilitator Job Description
2. AT Facilitator District/School Directory
3. Related Services Coordinator Job Description
IV. Assistive Technology Consultation
1. AT Consultation Guide 2. AT Consultation Referral Form (Google Docs Survey)
V. Assistive Technology Team Assessment 1. AT Team Assessment (Step by Step) Guide 2. SETT Framework Article 3. Cover Letter for AT Team Assessment Referral 4. AT Assessment Referral Form (Google Docs) 5. VA AT Decision Making Guide (SETT Framework)
6. VA AT Decision Making Guide -Blank
7. Implementation Plan for AT Form
VI. Development and Initiative Group for Assistive Technology (DIG-AT)
1. DIG-AT Information sheet and role of District Representatives
2. Yearly meeting schedule
VII. AT Library
1. AT Lending Library Fact Sheet 2. Assistive Technology Librarian Job Description 3. Assistive Technology Circulation Staff Job Description
I. Piedmont Regional Education Program (PREP) Assistive Technology Team Mission Statement
Piedmont Regional Education Program
225 Lambs Ln. Charlottesville, VA. 22901
(434) 975-9400 (PH) – (434) 975-9401 (FX)
The mission of Piedmont Regional Education Program (PREP) Assistive Technology services is to provide assistive technology support and training for educational teams, ensuring student access to the learning environment and curriculum.
II. PREP Assistive Technology Services
PREP Assistive Technology Services
PREP provides the following services to support students and special education teams.
1. Consultation: Consultative services include answering questions about assistive technology, teaching team members how to select, use and integrate assistive technology, and troubleshooting problems that may arise. Consultation is individualized to meet the specific needs, level of technology experience and learning style of the team member and students they serve.
2. Team Assessments: Assessments provide a procedure for the team to follow in order to solve more complex difficulties related to a specific student’s assistive technology needs. The AT facilitators guides the team using the SETT Framework, providing support as required at each stage of the process.
3. Training: PREP sponsors a variety of assistive technology trainings related to devices and services throughout the school year. Trainings can be customized to meet the needs of a school district or developed on relevant topics that apply across districts. Trainings are provided by both PREP staff members and outside experts in the field.
4. Lending Library: PREP maintains a lending library consisting of devices and software for loan to participating school districts. This library allows teams to try technology for a trial to see if it is effective prior to making a purchase. A loan also enables teachers to learn about software or devices to determine if it would be appropriate for students.
5. District Team Collaboration and Support: PREP sponsors the Development Initiative Group for Assistive Technology (DIG-AT) which consists of representatives from each district who are interested in assistive technology and instructional technology to meet the needs of all students. This is an ideal format for district A.T. Team members to receive ongoing training, support and collaboration with PREP and T-TAC specialists, as well as staff from neighboring district teams.
III. Assistive Technology Team Information
1.
Assistive Technology Facilitator Job Description
Position Goal
To provide expertise and support in planning, coordinating, evaluating, implementing, and
monitoring assistive technology in all participating school divisions according to IDEIA
requirements. The Assistive Technology Facilitator reports to the Related Services Coordinator
and PREP Executive Director.
Qualifications
Knowledge of current assistive technology devices (low and high) and services.
Demonstrate superior computer skills and knowledge of hardware and software
applications
Knowledge of current and research based educational best practices
Ability to work with educational teams
Ability to effectively communicate
Demonstrate an understanding of the needs of children with learning, cognitive, hearing,
and visual, communication and physical disabilities
Master’s degree in a related field preferred
Performance Responsibilities
Assist in determining assistive technology needs for each participating school division
Coordinate with the districts to provide staff development/training and follow up in assistive
technology devices and services.
Collaborate with technology departments to coordinate compatibility of software and
equipment.
Support Universal Design for Learning (UDL)
Support teams in facilitating assistive technology assessments as requested
Train students and support staff in specific assistive technology device, software or
strategies
Recommend assistive technology devices, software, supplies and procedures for PREP
Assistive Technology Library
Position Time Requirement:
This is a full time position based upon a 10 month school schedule.
2.
PREP Assistive Technology Facilitator District/School Directory
2012-2013
Susan Reed: [email protected] Albemarle County Schools
Agnor-Hurt Elementary
Baker Butler Elementary
Broadus Wood Elementary
Greer Elementary
Hollymead Elementary
Meriwether Lewis Elementary
Stony Point Elementary
Woodbrook Elementary
Jack Jouett Middle School
Sutherland Middle School
Albemarle High School
Charlottesville City Schools
Walker Upper Elementary
Buford Middle School
Charlottesville High School
Culpeper County Schools (Consultation 2x per month) ● A. G. Richardson Elementary School ● Emerald Hill Elementary School ● Farmington Elementary School ● Pearl Sample Elementary School ● Sycamore Park Elementary School ● Yowell Elementary School ● Culpeper Middle School ● Floyd T. Binns Middle School ● Culpeper County High School ● Eastern View High School
Louisa County Schools ● Louisa County High School ● Louisa County Middle School ● Jouett Elementary School ● Moss-Nuckols Elementary School ● Thomas Jefferson Elementary School ● Trevilians Elementary School
Ivy Creek School
Peter Mehring: [email protected] Albemarle County Schools
Brownsville Elementary
Cale Elementary
Crozet Elementary
Murray Elementary
Red Hill Elementary
Scottsville Elementary
Stone Robinson Elementary
Yancey Elementary
Burley Middle School
Henley Middle School
Walton Middle School
Monticello High School
Western Albemarle High School
Charlottesville City Schools ● Burnley-Moran Elementary ● Clark Elementary ● Greenbrier Elementary ● Jackson Via Elementary ● Johnson Elementary ● Venable Elementary
Fluvanna County Schools
Carysbrook ● Central ● Columbia ● Cunningham ● Fluvanna County Middle School ● Fluvanna County High School
Nelson County Schools ● Rockfish Elementary ● Tye River Elementary ● Nelson County Middle School ● Nelson County High School
3.
Related Services Coordinator Job Description Position Description The Related Services Coordinator is responsible for providing coordination and support for the PREP Occupational Therapy, Physical Therapy and Assistive Technology programs and personnel. The Related Services Coordinator works collaboratively with the OT and PT Lead Therapists, therapy staff and Assistive Technology Facilitators to oversee policy and procedures, continuing education, staff meetings, equipment and best practice standards. The Related Services Coordinator reports to the PREP Executive Director. Qualifications
Licensure/Degree: Must be licensed in the state of Virginia and have earned a degree in a related service profession
Experience: A minimum of ten years of school based experience in a related service profession is preferred
Must continue to maintain an active Virginia State License, conducting the required amount and type of continuing education opportunities
Performance Responsibilities
Manage recruitment and hiring of new therapy and assistive technology staff
Provide orientation to new therapy and assistive technology personnel, according to the PREP Mentoring Program guidelines
Order and maintain an inventory of therapy and assistive technology equipment and supplies
Oversee operations of the PREP Assistive Technology Library
Organize and run regular staff meetings
Organize and chair committees required for assessed departmental needs
Facilitate PREP sponsored OT/PT and Assistive Technology continuing education conferences
Organize and chair regional DIG-AT yearly meetings
Create continuing education opportunities for PREP staff based upon assessed common areas of need and interest
Ensure best practice standards for the PREP Therapy and Assistive Technology departments
Serve as a liaison to the PREP Executive Director regarding the professional needs of related service staff and programs
IV. Assistive Technology Consultation
1.
Assistive Technology Consultation Guide
PREP Assistive Technology Facilitators provide a variety of consultative services to team members supporting students with special needs. These include answering questions about assistive technology, teaching team members how to select, use and integrate assistive technology, and troubleshooting problems that may arise.
Any team member from districts participating in PREP AT Services may request an Assistive Technology Consultation.
Team members officially initiate the consultation process by filling out the PREP Assistive Technology Consultation Survey in Google Docs (see form on following page), which will be emailed to them by the AT Facilitator who was originally contacted. If the individual does not have access to Google Docs the form will be emailed, faxed or mailed as per request.
The consultation will be conducted by the AT Facilitator who is designated for the school requested (see AT Facilitator District/School Directory for school support).
Consultation length, duration and frequency are determined case by case collaboratively between the referring team member and the AT Facilitator, based upon assessed need and best practice standards.
PREP AT Facilitators may work directly with a student as part of their consultative process to ascertain required information and/or model strategies for supporting staff.
The consultative model is provided to support students and staff as individual questions, access or training needs arise throughout the school year.
2.
Assistive Technology Consultation Referral Form
Thank you for requesting a consultation from one of PREP's Assistive Technology Facilitators. Please fill out the quick form linked below to help us better serve your needs and track where our assistance has been requested. Feel free to contact us if you have questions; Peter Mehring [email protected] or Susan Reed [email protected] (434) 975-9400.
* Required
Your Name:*
Contact email*
Contact phone number*
List the best times and days to meet*
Your Profession/Role as it relates to this consultation.*
What is your district and school.* What type of assistance do you need?*Choose as many options as apply
How to decide whether assistive technology could meet student needs
Strengths and weaknesses of specific technology
Details of using technology
Available technology
Modeling specific technology or strategies with students
Other: Which disability categories relate to students for whom you seek help?*Choose categories that relate
physical
learning
attentional
behavioral
visual
cognitive
Other:
3.
Assistive Technology Consultation Referral Form (2 of 2)
What grade(s) apply to your students?*Choose grades that relate
Preschool
K-2nd grade
3rd-5th grade
Middle school
High school
Post high
Community integration
Other:
Additional information you would like to share.
V. Assistive Technology Team Assessment
1.
Assistive Technology Team Assessment Guide
The guiding principle of an Assistive Technology (AT) Team Assessment is for the team to work together to identify reasonable trial solutions based upon knowledge of the student and combined team expertise. Please see the article Using the SETT Framework to Level the Learning Field for Students with Disabilities by Joy Zabala. http://www.joyzabala.com/uploads/Zabala_SETT_Leveling_the_Learning_Field.pdf The PREP AT Facilitator will serve as a team member and guide the IEP team through the 9 Steps listed below, offering technical support and expertise in the field of assistive technology as required. Gathering Information Step 1: Team Members Gather Information The process is initiated when the student’s case manager contacts a PREP AT Facilitator identifying an area in which she/he feels the student might have greater independence/success conducting a school task if assistive technology were utilized. The case manager fills out the AT Team Assessment Referral Form. This form provides information concerning the student’s abilities, difficulties accessing the curricula/school environment, history of AT, team members, and environment/times for scheduling an observation. Step 2: Schedule Observation AT Facilitator will schedule an observation session, ideally in the environment and time of day in which the difficulties are occurring for which AT may be needed. It is the case manager’s responsibility to notify the parents/guardians that this observation will be taking place. The AT Facilitator may use this time to try some tools with the student as a means to better understand his/her needs. Step 3: Schedule Team Meeting The case manager schedules a meeting with the team. This meeting can occur directly following the AT Facilitator’s observation session or on a day post observation. The team may include: AT Facilitator, service providers e.g. special education teacher, general education teacher(s), OT, PT, SLP, Adaptive Physical Education Teacher, Autism/Behavioral Specialist, Vision Teacher, administrator, parents/guardian, and student (when appropriate).
Assistive Technology Team Assessment Guide (Continued)
Decision Making Step 4: The team completes sections 1-5 on the VA Assistive Technology Decision Making Guide. The AT Facilitator will guide the meeting keeping it on schedule. A team member will be designated to take notes in a format that everyone participating can see. This could be written on a large wall chart or computer-projected on the wall/smart board. The team should move quickly through: Listing the student’s abilities/difficulties related to tasks (5-10 minutes). Listing key aspects of the environment in which the student functions (5-10 minutes). Identifying the tasks the student needs to be able to do is crucial, because the team cannot generate appropriate AT solutions until the essential tasks are identified. (5-10 minutes). Step 5: Prioritize the List of Tasks for Solution Generation Identify critical task for which the team will generate potential solutions (# 6 on the VA Assistive Technology Decision Making Guide). This may require a redefining or reframing of the original referral question, but is necessary for honing in on the most critical task. Step 6: Solution Generation Brainstorm ALL possible solutions (# 7 on the VA Assistive Technology Decision Making Guide). Every team member’s ideas are sought and written down for consideration in Step 6. Step 7: Solution Selection Discuss the solutions listed, thinking about which are most effective and least restrictive for the student. It may help to group solutions that can be implemented 1) immediately, 2) in the next few months, and 3) in the future. At this point list names of specific devices, hardware, software, etc. (# 8 on the VA Assistive Technology Decision Making Guide) Step 8: Implementation Plan for AT Trial Develop implementation plan (including trials with equipment) being sure to assign specific names and dates, and determine meeting date to review process. Team fills out the Implementation Plan for AT Trial form. The AT Facilitator will send a copy of the team notes to the case manager for distribution to the team members. Trial Use Step 9: Implement Trial According to the Plan Developed by the Team. Take data to document the student’s level of success during the trial period. Step 10: Follow Up on Planned Date Team reviews trial use. Make any needed decisions about long term use. Plan for long term use if successful, if the trial is not successful the team reviews the VA Assistive Technology Decision Making Guide for alternative solutions.
2.
Using the SETT Framework to Level the Learning Field for Students with Disabilities
Joy Smiley Zabala, Ed. D., ATP The SETT Framework is a tool that helps teams gather and organize information that can be used to guide collaborative decisions about services that foster the educational success of students with disabilities. Originally developed to support assistive technology selection and use in educational settings, the principles of the SETT Framework have been used to guide decisions about a much broader range of educational services, and also, with minor adjustments, have been successfully used in non-educational environments and service plans. SETT is an acronym for Student, Environments, Tasks and Tools. The SETT Framework is based on the premise that in order to develop an appropriate system of Tools (supports –devices, services, strategies, accommodations, modifications, etc.) teams must first develop a shared understanding of the student, the customary environments in which the student spends time, and the tasks that are required for the student to be able to do or learn to do to be an active participant in the teaching/learning processes that lead to educational success. When the needs, abilities, and interests of the Student, the details of the Environments, and the specific Tasks required of students in those environments are fully explored, teams are able to consider what needs to be included in a system of tools that is Student-centered, Environmentally useful, and Tasks focused. What questions does the team ask in each section of the SETT Framework? As playwright Eugene Ionesco said, “It’s not the answer that enlightens, but the question.” This is true of the questions in the SETT Framework because they are expected to guide and deepen discussion rather than be complete and comprehensive in and of themselves. As each of these questions is explored, it is likely that many other questions will arise. The team continues the exploration until there is consensus that there is enough shared knowledge to make informed, reasonable decisions that can be supported by data. The Student • What is(are) the functional area(s) of concern? What does the student need to be able to do that is difficult or impossible to do independently at this time? • Special needs (related to area of concern) • Current abilities (related to area of concern) • Expectations and concern • Interests and preferences SETT Scaffolds and additional resources are available for download at http://www.joyzabala.com
©Joy Zabala (Revised 2005) PERMISSION TO USE GRANTED IF CREDITS ARE MAINTAINED. SETT Scaffolds and additional resources are available for download at http://www.joyzabala.com.
The Environments • Arrangement (instructional, physical) • Support (available to both the student and the staff) • Materials and Equipment (commonly used by others in the environments) • Access Issues (technological, physical, instructional) • Attitudes and Expectations (staff, family, other) . The Tasks • What SPECIFIC tasks occur in the student’s natural environments that enable progress toward mastery of IEP goals and objectives? • What SPECIFIC tasks are required for active involvement in identified environments? (related to communication, instruction, participation, productivity, environmental control) How is the S-E-T Information used to think about Tools? In the SETT Framework, Tools include devices, services, strategies, training, accommodations, modifications–everything that is needed to help the student succeed. Some parts of the Tool system address the specific needs of the student, while parts of the Tool system may more specifically address issues in the Environments, such as access to the classroom, accessibility of instructional materials, support for staff that helps them develop and sustain learning environments that are inviting, challenging, and productive for ALL students, including those with the full range of abilities and special needs. When determining what the needs to be in the system of Tools to support and increase the achievement of a student, team members analyze the information gathered on the student, the Environments, and the Tasks to address the following questions and activities. • Is it expected that the student will not be able to make reasonable progress toward educational goals without assistive technology devices and services? • If yes, describe what a useful system of supports, devices, and services for the student would be like if there were such a system of Tools. • Brainstorm specific Tools that could be included in a system that addresses student needs. • Select the most promising Tools for trials in the natural environments. • Plan the specifics of the trial (expected changes, when/how tools will be used, cues, etc.) • Collect data on effectiveness. Does use of the SETT Framework require using a specific process? No. It must have the basic elements of an effective process, like those mentioned above, but SETT is a FRAMEWORK, not a protocol requiring a specific set of implementation practices for validity. It is important, however, to keep in mind that consistent processes are required for effective implementation: therefore, people are encouraged to imbed the use of the SETT Framework into existing processes (such as referral, IEP development, implementation planning, evaluation, etc.) or include it in the development of new, more effective processes when required. More will be said about processes © Joy Zabala (Revised 2005) PERMISSION TO USE GRANTED IF CREDITS ARE MAINTAINED. SETT Scaffolds and additional resources are available for download at http://www.joyzabala.com.
Because many people have requested examples of how the SETT Framework fits into various processes, brief guides and forms are being developed to provide a place to begin. Those guides and forms are known as SETT Scaffolds. In the building trade, a scaffold is used to support the integrity of a structure and also while it is being developed and also provide access to harder to reach parts of the structure. The SETT Scaffolds have a similar purpose. They provide teams with a place to begin and support the building of strong processes that are imbedded in or aligned to other processes that suit specific environments. During the development of personalized processes, the SETT Scaffolds help teams remember and attend to issues that might be missed without guidance. SETT Scaffolds, however, may also be used more permanently if appropriate references are maintained. What are the critical elements of using the SETT Framework? While the individual processes that a team uses to implement the SETT Framework will vary based on the particular phase of service delivery is being discussed and the particular challenges and facilitators of the environments in which it is being used, there are some critical elements that must ALWAYS be included. They are: • Shared Knowledge: One of the major premises of the SETT Framework is that decisions about Tools–the devices and actions that are needed for the student and others to succeed–are most valid when they are made based not on the knowledge that one person has (or believes that they have) but based on an agreed-upon, mutually valid shared knowledge of the student, the environments, and the task. • Collaboration: The SETT Framework is tool that both requires and supports the collaboration of the people who will be involved in the decision-making and those who will be impacted by the decisions. Collaboration is not only critical for the SETT Framework, it is also critical to gaining the buy-in necessary for effective implementation of any decisions. • Communication: The SETT Framework requires that people communicate actively and respectfully. Shared knowledge can only be developed if the opinions, ideas, observations, and suggestions are respected and respectful. • Multiple Perspectives: Everyone involved beings different knowledge, skills, experience, and ideas to the table. Although multiple perspectives can be challenging at times they are critical to the development of the accurate, complete development of shared knowledge. Not only are the multiple professional perspectives important to include, but also those of the student and the parents. This can make the difference between success and lack thereof. © Joy Zabala (Revised 2005) PERMISSION TO USE GRANTED IF CREDITS ARE MAINTAINED. SETT Scaffolds and additional resources are available for download at http://www.joyzabala.com.
Pertinent information: Although there is much information that is pertinent to decision making, there is other information that is not relevant. Knowing where to draw the line in important, but that line may well be a moving target. • Flexibility and Patience: When working through the SETT Framework or using any other means of concerns-identification and solution seeking, there is a tremendous human tendency to suggest possible solutions before the concerns have been adequately identified. When a solution springs to mind, collaborators are urged NOT to voice it until it is time to talk about the Tools because when a solution is mentioned, the conversation shifts immediately from concern-identification to determining the worth or lack of worth of the suggested solution. Even when a team member thinks of the “perfect” solution, silent patience is urged. It might not look quite so perfect when all important factors are discussed. • On-going Processes: Decision-making in educational settings involves ongoing processes. Whatever conclusions are reached at any point are only as valid as the evidence shows they have been successful in lowering barriers to student achievement. It is expected that the SETT Framework will be useful during all phases of assistive technology service delivery. With that in mind, it is important to revisit the SETT Framework information periodically to determine if the information that is guiding decision-making and implementation is accurate, up to date, and clearly reflects the shared knowledge of all involved. Conclusion The SETT Framework supports a thorough yet simple approach to assistive technology assessment and intervention. When data is gathered and organized with simplicity, a team's ability to effectively generate a range of Tools that can be used to support student achievement is greatly enhanced. It is much more likely that the selected system of tools will enhance the student's abilities to address the tasks in which he/she is expected to build competency, thus making the tools more valuable. Equally, it is more likely that the people supporting the student will see the relevancy of using the Tools as the student grows in competence, confidence, and independence, and thus, be more active in encouraging and supporting the student's achievement through its use. Using the SETT Framework as a guide, it is possible, from the start, to address and overcome many of the obstacles which lead to abandonment or “under-implementation” of Tools. When the Environment and the Tasks are fully explored and considered, the lament "Well, I tried that but it didn’t work" is much less likely to be heard. Instead, students, parents, and professionals should all rejoice at the increased opportunities for success which come when Tools–devices, services, strategies, accommodations, modifications, training, etc.–are well matched to the student's needs and abilities to perform the natural tasks which are part of living and learning in this world. © Joy Zabala (Revised 2005) PERMISSION TO USE GRANTED IF CREDITS ARE MAINTAINED. SETT Scaffolds and additional resources are available for download at http://www.joyzabala.com.
3.
Piedmont Regional Education Program
225 Lambs Ln. Charlottesville, VA. 22901
(434) 975-9400 (PH) – (434) 975-9401 (FX)
Dear Case Manager,
Thank you for requesting an Assistive Technology (AT) Team Assessment from PREP. Before an AT Facilitator contacts
you to set up a visit, we need to obtain some prior information about your student and inform you of our procedure for conducting
an assessment. Please see our attached referral form which needs to be completed and returned to us before we schedule our visit.
We will initially set up an observation session. Please inform the student’s parents or guardian that we will assist the team in this
process. The observation session should ideally take place in the environment and time of day in which the difficulties are
occurring which the team feels AT might assist. Time to try out AT tools with the students may take place during that session as
well. Following our observation session, we will facilitate a team meeting based upon the SETT Framework. Please read and
share the article by Joy Zabala, originator of this process which explains the framework and the components we will discuss at the
meeting with the team http://www.joyzabala.com/uploads/Zabala_SETT_Leveling_the_Learning_Field.pdf.
We request that you, as the case manager organize a team meeting following our observation of the student. The meeting
should include all of the team members who are responsible for the student’s education and support of his/her assistive technology.
This team includes the child’s parents/guardians and the student him/herself when appropriate. All meeting notes will be recorded
by the PREP AT Facilitator, who will be responsible for guiding the meeting and adding their expertise as needed. These final
notes will include the team’s decision for an initial trial, team member’s responsibilities, trial length, data collection methods and
when the team will reconvene to assess the trial’s effectiveness. The AT Facilitator’s written report will consist of the team
meeting discussion and initial trial decision. As soon as we receive your completed referral form we will contact you to set up the
observation session. The observation and team meeting could occur on the same day or different dates. Please feel free to contact
us if you have additional questions. We look forward to meeting your student and working along with your team to enhance your
student’s progress towards his/her educational goals.
Sincerely,
Susan Reed [email protected]
Peter Mehring [email protected]
4.
Assistive Technology Assessment Referral Form
(This will be sent to the student’s Case Manager via a Google Docs Survey)
Date of Referral: Case Manager:
Student’s Name : Eligibility Category/Categories:
Date of Birth: Primary:
School District: Secondary:
School: Case Manager’s email:
Grade: Case Manager’s phone #:
Prior AT Assessment: ☐Yes ☐No Date of Prior Assessment:_________ ☐N/A
Summarize the student’s strengths and abilities ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Summarize the student’s challenges and difficulties ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Referral Questions What instructional area/task(s) does the student need to do that is currently difficult or impossible, and for which assistive technology may be an option? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ List IEP goals that relate to this referral. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What are the best days and times to come observe this student? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
AT Assessment Referral Form (2 of 3)
What are the Student’s School Environment(s)?
☐General Education
Teacher/s and email/s:
☐Resource Room
Teacher and email:
☐Self-contained
Teacher and email:
☐ Homebound Services
Teacher and email:
☐ After School Program ☐Extra-Curricular Activities
Current Service Providers
☐Occupational Therapist Name/Email:
☐Physical Therapist
Name/Email:
☐ Speech/Language Pathologist
Name/Email:
☐ Other(s):
(APE, Interpreter, Nurse,
Behavioral Specialist, etc.)
Name(s)/Email(s):
Assistive Technology Currently Used (Check all that apply)
☐None
☐Low tech Writing Aids
☐Low tech Reading Aids
☐Visual Supports
☐Low tech Vision Aids
☐Communication supports
☐Math Supports
☐Word processing
☐Specialized writing software
☐Adapted instructional materials
☐Accessible Instructional Materials (AIM)
☐Large Print
☐Electronic Text
☐Braille
☐Audio Text
☐Amplification System
☐Environmental Control Unit/EADL
☐Positioning/Mobility Devices
☐ Organization Aids
☐ Other ______________________________________________________________
Describe:
AT Assessment Referral Form (3 of 3)
Assistive Technology Tried:
Please list any other assistive technology tried within the previous 12 months, including length of trial, and outcome (how did it work or why it didn’t work.)
Device Dates of Trial Period Outcome
5. VA Assistive Technology Decision Making Guide
SETT Framework Student____________________________________ Date _____________________________
Participants __________________________________________________________________
*Important: It is intended that you use this as a guide, which may be modified. This is to be used as a process with a team familiar with the student. Each topic should be written in large print where everyone can see them, i.e. on a flip chart or board. Information should then be transferred to paper for distribution, file, and future reference. * Adapted by PREP-AT from WATI and the Virginia Department of Education.
1. Area(s) of Concern:
2. Student’s Abilities 4. Environmental Considerations
5. Tasks
Interests Preferences Current Skills Other
Physical Arrangement Instructional Methods Materials and Equipment
Commonly used by Others in the Environment
Access Issues Instructional Physical Technological
Attitudes and Expectations Staff Family Student
Specific Tasks needed to attain IEP Goal Progress and School Success
3. Student’s Difficulties
6. Task Identified For Solution
Current Barriers Other
Select task(s) from above as a starting point for brainstorming solutions
7. Solution Generation Tools & Strategies
8. Solution Selection Tools & Strategies
9. Implementation Plan For AT Trial
Brainstorm No decision yet
Discuss Brainstormed Solutions
Consider What is available What peers are using Low to high tech
Select Solution(s) for Initial Trial
Select Strategies
AT Items/Services Needed:
Start Date:
Trial Length:
Person(s) Responsible:
10. Outcomes
What will be measured:
How will data be collected:
How often data will be collected:
Who will collect it:
11. Follow Up Plan (who, where, when):
6.
VA Assistive Technology Decision Making Guide SETT Framework
Student _____________________________________ Date_____________________________
Participants___________________________________________________________________
*Important: It is intended that you use this as a guide which may be modified. This is to be used as a process with a team familiar with student. Each topic should be written in large print where everyone can see them, i.e. on a flip chart or board. Information should then be transferred to paper for distribution, file, and future reference. * Adapted by PREP-AT from Virginia Department of Education.
1. Area(s) of Concern:
2. Student’s Abilities 4. Environmental Considerations
5. Tasks
3. Student’s Difficulties
6. Task Identified For Solution
7. Solution Generation Tools & Strategies
8. Solution Selection Tools & Strategies
9. Implementation Plan For AT Trial
10. Outcomes
11. Follow Up Plan (who, where, when):
7.
Implementation Plan for AT Trial Form
Student’s Name_____________________________________________________________________________ Date of Plan_______________________________________________________________________________ Length of Trial_____________________________________________________________________________ Date of Team Follow Up Meeting_____________________________________________________________
Specific Assistive Technology for Trial Item #1 ___________________________________________________________________________________ Source of Item for Trial______________________________________________________________________ Contact for technical assistance during trial____________________________________________________ Manufacturer and website: __________________________________________________________________ Set Up Details:____________________________________________________________________________ Strategies for Implementation:_______________________________________________________________ ________________________________________________________________________________________ Item #2 ___________________________________________________________________________________ Source of Item for Trial______________________________________________________________________ Contact for technical assistance during trial____________________________________________________ Manufacturer and website: __________________________________________________________________ Set Up Details:____________________________________________________________________________ Strategies for Implementation:_______________________________________________________________ ________________________________________________________________________________________
Implementation Plan for AT Trial Form (2 of 3)
Item #3 ___________________________________________________________________________________ Source of Item for Trial______________________________________________________________________ Contact for technical assistance during trial____________________________________________________ Manufacturer and website: __________________________________________________________________ Set Up Details:____________________________________________________________________________ Strategies for Implementation:_______________________________________________________________ ________________________________________________________________________________________
Overall Goal for Assistive Technology Use Goal for Assistive Technology Trial: _________________________________________________________ ________________________________________________________________________________________ What support will the team need prior to and during the trial? _______________________________________________________________________________________ _______________________________________________________________________________________ How will we know if the trial is successful? ______________________________________________________________________________________ ______________________________________________________________________________________ What level of achievement is reasonable to expect during the trial period? ______________________________________________________________________________________ ______________________________________________________________________________________ How will we know if the trial is not working (What criteria will we use to stop)? ______________________________________________________________________________________ ______________________________________________________________________________________ List relevant data to collect: (e.g. length, duration and frequency of use, quality/quantity of work, level of independence, student attitude, length of attention to task, # correct responses, etc.) ______________________________________________________________________________________ ______________________________________________________________________________________ Method of data collection _______________________________________________________________________________________ _______________________________________________________________________________________
Implementation Plan for AT Trial Form (3 of 3)
Customary Environments Where Assistive Technology Will Be Used.
1. Environment:___________________________________________________________________________ Tasks: _________________________________________________________________________________ Person Responsible for implementation:____________________________________________________ Day to be used:_________________________________________________________________________ Times to be used:_______________________________________________________________________
2. Environment:__________________________________________________________________________ Tasks: ________________________________________________________________________________ Person Responsible for implementation:____________________________________________________ Day to be used:_________________________________________________________________________ Times to be used:_______________________________________________________________________
3. Environment:__________________________________________________________________________ Tasks: ________________________________________________________________________________ Person Responsible for implementation:____________________________________________________ Day to be used:_________________________________________________________________________ Times to be used:_______________________________________________________________________
Assistive Technology Implementation Team Members
Name Role ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________
VI. Development and Initiative Group for Assistive Technology (DIG-AT)
1.
Development Initiative Group for Assistive Technology (DIG-AT)
Mission: Improve assistive technology services in our region through collaboration and universal design. Introduction: Development Initiative Group for Assistive Technology (DIG-AT) consists of representatives from each district who are interested in assistive technology and instructional technology to meet the needs of all students. This is an ideal format for district A.T. Team members to receive ongoing training, support and collaboration with PREP and T-TAC specialists, as well as staff from neighboring district teams. DIG-AT members will meet three times per school year to:
Support district level teams
Provide relevant trainings
Expose members to trends and best practices
Facilitate classroom implementation
Promote communication of district and regional needs
Design future regional trainings
Meeting Format: Meetings are typically two hour sessions from 1:30-3:30, but are occasionally day long workshops from outside presenters. The DIG-AT meetings are located at the Albemarle County Office Building 5th St., Room “A”. A typical meeting agenda consists of a training session, T-TAC update, and time for networking and sharing of information among district members. The topics for yearly trainings are determined by input from the DIG-AT representatives themselves. Roles of Members
Develop a working knowledge of the district’s AT issues o Successes o Challenges
Work with other representatives to solve common AT issues o Explore new initiatives o Learn about new technology o Teach/share knowledge
Liaison between PREP and the district Expectations of Members
District must be represented regularly at meetings
Clarify meeting information at the district level
Share individual expertise and perspective with DIG-AT members
Benefits to District Benefits to Members
Building Capacity in A.T. Best Practice with District’s Staff
Continuing Education Recertification Points
On-going State of the Art Trainings Hands-on Training Opportunities
Closing the Gap Between Performance and Ability for Students
Ongoing support for district A.T. Teams
Collaboration on Resolving Common Student and Staff A.T. Needs
Exploration and Observation of Successful Implementation of A.T. in VA
Being on the Cutting Edge of Current Trends in AT
Being on the Cutting Edge of Current Trends in A.T.
2.
Development Initiative Group for Assistive Technology (DIG-AT) Meeting Schedule for the 2012-2013 School Year
Date: Wednesday, September 26th Time: 8:30 a.m.-4:30 p.m. Topic: Aligning Assistive Reading Tools to the needs of Students with Print Disabilities. This course is designed to provide an understanding of a broad range of assistive reading software and devices available for students with print disabilities in order to identify the appropriate tools for the unique needs of each student. Through an interactive hands-on curriculum, participants will study the use, features and benefits of accessible instructional materials and electronic reading tools from a variety of vendors. This will guide decision making, as it relates to assistive technology selections and basing those selections on the individual needs of the student. Providing tools and accessible materials to students fosters independence for reading textbooks and thousands of other books. Presenter: Bookshare trainer, Amy Peterson Preview the website, https://www.bookshare.org/ Date: Wednesday, November 21, 2012 Time: 1:30-3:30 p.m. Topic: How AT supports Structured Teaching Principles Presenter: Diane Talarico-Cavanaugh, PREP Autism/Behavioral Specialist Date: Wednesday, April 24, 2013 Time: 1:30-3:30 p.m. Topic: Incorporating Switch Use for Students Within a Classroom Setting Presenters: PREP AT Team and Carol Weigle, T-TAC
VII. PREP Assistive Technology Library
1.
Assistive Technology Lending Library Guide
Purpose
The PREP AT Lending Library affords educational team members from supporting districts the opportunity to borrow devices, switches, and software which may enhance communication, learning, and teaching. This library allows teams to try technology for a trial to see if it is effective prior to making a purchase. A loan also enables teachers to learn about software or devices to determine if it would be appropriate for students.
General Information
To access PREP’s online AT Lending Library visit www.prepivycreek.com/assisitive-technology-support/ Scroll down to “Who Delivers AT Services?”, and click on the link embedded to the Lending Library
If you are unfamiliar with the software which allows you to view and request items, directions are available at that link
You may check out up to 5 items at a time
Items are loaned to you for a 5 week period which includes the delivery time
Renewal for an additional loan period is allowed, unless another patron has reserved the item
If you are nearing the return due date and feel it would be beneficial to have a longer trial period, you may request a renewal from the PREP library at [email protected]
Loaned items are for school use only
The requested assistive technology will be delivered and returned at no cost to the borrower
When the item is delivered, it will have directions for return on the label
Items that require support for effective use will be hand delivered to you by a PREP AT Facilitator, who will assist with training and integration suggestions
You may contact the AT Facilitator designated for your school if you require support for use or integration of any loaned technology
Contact your district’s technology support team if you need assistance installing or uninstalling software
When you borrow software you must uninstall the software prior to returning the program to PREP. The Software Agreement which will be enclosed must be signed, testifying that you have completed uninstalling. PREP will not loan software to another patron until the signed agreement has been received.
2.
Assistive Technology Librarian Job Description
Position Description The Assistive Technology Librarian is responsible for managing the software, equipment and operations of the PREP Assistive Technology Library. Good communication and interpersonal skills are necessary to collaborate with the Assistive Technology Facilitators, educators and the Assistive Technology Circulation staff. The Librarian reports to the Related Services Coordinator and PREP Executive Director. Requirements/Qualifications
Graduation from an accredited Associates degree program or four year University with a related degree.
Experience in computer software management
Organizational and personnel management experience Professional Performance Responsibilities
Manages the Alexandria Library software
Inputs new equipment into the library software and prepares for shelving
Manages physical organization of the library equipment
Collaborates with Assistive Technology Facilitators and Related Services Coordinator to develop policies and procedures which ensure the efficient functioning of the loaning library.
Training and supervision of the Assistive Technology Curriculum staff.
Maintains an inventory of library equipment and supplies
Orders library supplies as required
Position Time Requirement This position requires four to six hours per week throughout the school schedule.
3.
Assistive Technology Circulation Staff Job Description
Position Description The Assistive Technology Circulation staff is responsible for daily updates and transactions of the software and equipment for the PREP Assistive Technology Library. Good communication and interpersonal skills are necessary to collaborate with educators and the Assistive Technology Facilitators. The Circulation staff reports to the Assistive Technology Librarian and Related Services Coordinator. Requirements/Qualifications
Graduation from high school, supportive employment or an accredited Associates degree program
Basic computer skills
Written and interpersonal communication skills for interacting with the public Professional Performance Responsibilities
Inputs data into the Alexandria Library software for loans and returns
Sends and answers emails related to library loans
Prepares equipment/software for shipping or re-shelving
Maintains physical organization of the library and equipment
Keeps Assistive Technology Librarian and Related Services Coordinator informed of library equipment status and system needs.
Position Time Requirement This position requires five to seven hours per week throughout the school schedule.