Tech Tools for Writing and Organization

Shawn TranAssistive Technology SpecialistPoway Unified School District

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Session AgendaPremise of the Guide

Tier 1 – Writing and Organization Definition, Roles & Responsibilities, Tools,

Data Collection

Tier 2 – Writing and Organization Definition, Roles & Responsibilities, Tools,

Data Collection

Tier 3 – Writing and Organization Definition, Roles & Responsibilities, Tools,

Assessment & Follow-up

Assistive Technology Guide

www.assistivetechnologyguide.org

Premise of the Guide

Teachers will learn how to consider the student, the environment, and the tasks in order to identify the appropriate tools to support learning (SETT)

AT Specialists will support school site teams by providing training and consultation

Three-tiered model that includes ideas for tools, strategies, and data collection at each level

80% of student needs will be met at Tier 1 using tools and strategies that teachers have available and can readily implement  

Remaining 20% of students will require more specialized technology provided through Tiers 2 and 3 

Areas of Focus

WRITING

Fine Motor – handwriting and keyboarding

Organization – brainstorming and pre-writing

Drafting and Editing – draft writing and publishing

Spelling

ORGANIZATION

Study Skills – task organization, managing materials, note-taking

Time Management – student planners, calendars

Description of Tier 1 Targets building academic skills for all students

using resources readily available in the classroom

Teachers gather basic student profile information about academic skills and formulate clear, realistic goals.  

Teachers identify tasks and barriers within the curriculum where students are unable to participate and modify the environment based on those needs.

Use of Universal Design for Learning (UDL) principles guide the modification to support the widest number of learners

Use of Tier 1 supports will meet the academic needs of the majority of students

Roles and Responsibilities – Tier 1

IEP Team Creates a positive learning

environment through use of readily available classroom resources

Implements ideas from the Tier 1 Tools and Strategies list

Gathers basic student profile information about written language

Accesses free and available district resources

Accesses trainings for Tier 1 support tools

Identifies needs for further interventions through data collection

AT Specialist Supports school site staff through general

AT trainings

Answers questions about the Tier 1 Tools and Strategies list

Tier 1Writing Tools

Fine Motor Organization Drafting & Editing

Spelling

• Adapted pencils & pens

• Pencil grips

• Adapted paper, color-coded lined paper, & raised-line paper

• Writing & signature guides

• Word, number, alphabet, & name stamps

• Magnetic letters

• Hard copy printouts

• Graphic organizers

• Story starters & prompts

• Writing frames

• Index cards

• Highlighters

• Highlighters

• Erasable pens

• Writing & editing checklists

• Dictionary and thesaurus

• Personal print dictionary

• Standard dictionary

• Thesaurus

• Word walls

Tier 1Writing Tools

Low Tech Tools: Onion Mountain Technology

Graphic Organizers: Great Source iWrite

Scholastic Story Starters

Writing and Editing Checklist

Personal Print Dictionary: K-2 Printable (grades K-2) Mr. Myers (grades 3-8)

Tier 1Data Collection for Writing

Fine Motor Composition

• Student's handwriting level with and without Tier 1 tools and strategies

• Handwriting samples

• Pencil grip method

• Keyboarding rate

• Written language samples

• Examples of dictated work compared to handwritten work

• Spelling scores

• Rubric scores

• Standardized test scores

Obtaining a Keyboarding Rate Select a sentence that includes every letter of the alphabet at

once. The quick brown fox jumped over the lazy dogs. The king and queen wore fuzzy slippers when jumping over the cardboard box. It was not until daylight that the very dizzy farmer spied the jumpy old fox by the square

chicken coop.

Time the student while he/she is typing the sentence.

Count the number of correct letters typed. Do not count errors, spaces, or punctuation.

Use following formula to determine the student’s keyboarding speed:

Correct # of Letters ÷ Seconds × 60 = LPM

LPM ÷ 5 = WPM

Adapted from Assistive Technology Assessment: Developing a Written Productivity Profile by Denise DeCoste

Tier 1Organization Tools

Study Skills Time Management

• Cloze technique for note-taking

• Color-coded folder & notebook system

• Teacher web sites for homework and notes

• School Planner

• Calendar

• Checklists

Tier 1Data Collection for

Organization

Study Skills Time Management

• Examples of notes taken in various classes

• Type of organizational method for assignments & papers

• Student preference for organizational method

• Examples of completed planner pages

• Types of checklists provided

• Documentation of met & missed due dates

Description of Tier 2 Teachers identify individual students whose academic

needs are not being met by use of UDL and Tier 1 tools and strategies.

Teachers use data to target needs and barriers that require further support and strategies.

IEP team begins to trial specialized equipment and gather data about the effectiveness of the equipment.

AT Specialist guides the team in selecting appropriate equipment, providing the equipment for the trial, and supporting implementation.

Roles and Responsibilities – Tier 2

Implements ideas, strategies, and supports from the Tier 2 Tools and Strategies list

Identifies and clarifies additional needs and barriers

Requests consult from AT Specialist

Provides data from the trials of Tier 1 tools and strategies

Collects data on newly implemented strategies and/or equipment

Accesses training resources

Includes AT supports and equipment in IEP Special Factors

Provides training for ideas, strategies, and supports from the Tier 2 Tools and Strategies list

Provides IEP team with information and resources regarding AT

Provides consultation for individual students per district procedures

Models and provides access to trainings for specific tools, software, and devices

Supports IEP team with technology trials and provides data collection forms

Follows district procedures for repair and maintenance of equipment

IEP Team AT Specialist

Tier 2Writing Tools

Fine Motor Organization Drafting & Editing

Spelling

• Word processing program

• Portable word processor

• Keyboarding websites & software

• Graphic organizer websites

• Word processing program

• Microsoft Word forms – checklists, multiple choice, fill-in-the blank

• Portable word processor

• Audio recorder

• Text-to-speech software add-ons

• Computer operating system features

• Handheld dictionary & spell checker (with or without auditory feedback)

• Word processor spelling & grammar check

Tier 2Writing Tools

Keyboarding Websites: Dance Mat Typing (elementary) & Typing Web (middle & high)

Graphic Organizers: Holt Interactive Graphic Organizer

Free Text-to-Speech: Natural Reader

Interactive Writing Support: ReadWriteThink

Portable word processor: NEO, Writer, Fusion, Forte

Tier 2Data Collection for Writing

Fine Motor Composition

• Student's handwriting level with the use of Tier 2 tools and strategies

• Handwriting samples

• Pencil grip method

• Keyboarding rate

• Written language samples with the use of Tier 2 tools and strategies

• Spelling scores

• Rubric scores

• Standardized test scores

Tier 2Organization Tools

Study Skills Time Management

• Digital recorder

• Electronic flashcards

• Talking watches

• Online calendars

• Electronic datebook or calendars

• Portable word processor with built-in calendar

• Time-tracker software

UDL Tech Toolkit

Tier 2Data Collection for

Organization

Study Skills Time Management

• Examples of electronic notes taken in various classes

• Type of organizational method for assignments & papers

• Student preference for organizational method

• Examples of completed electronic calendar pages

• Types of organizers trialed

• Documentation of met & missed due dates

Description of Tier 3 Targets students with the most complex needs

Identified needs have not been adequately met through access to tools and strategies at Tiers 1 or 2

Students require a specialized evaluation to determine individual needs

IEP team works collaboratively with AT Specialist to complete an evaluation of needs and identify appropriate technology and services

Implementation plan is developed to define roles and responsibilities of IEP team members

Students may require additional follow-up and technical interventions to support recommended technology

Long-term trials may be required along with an on-going assessment

Roles and Responsibilities – Tier 3

Contacts the AT Specialist for assistance

Supports the AT evaluation with data collection and monitoring of trials with technology

Identifies student needs and preferences for tools and/or devices

Implements suggested items from the Tier 3 Tools and Strategies list

Participates in trainings

Includes AT supports and equipment in IEP Special Factors

Supports student use of tools/devices and continues to collect data on AT supports

Collaborates with IEP Team to complete the AT assessment

Secures equipment for assessment trials

Prepares a written report that includes data from technology trials and recommendations

Attends IEP meetings as needed to review AT assessment results

Assists in the development of the Implementation Plan

Explores funding options and assists in the ordering of equipment

Provides training for all assistive technologies

Assists in troubleshooting and repair of equipment as needed

IEP Team AT Specialist

Tier 3Writing Tools

Fine Motor Organization Drafting & Editing

Spelling

• Voice recognition software

• Tablet devices

• Laptop & netbook computers

• Voice recognition software

• Graphic organizer software

• Scan & read software

• Writing software with picture support

• Evernote (Mac, PC, & mobile devices)

• OneNote (PC & mobile devices)

• Voice recognition software

• Scan & read software

• Text-to-speech software

• Writing software with picture support

• Electronic word walls

• Voice recognition software

• Word prediction software

• Text-to-speech software

• Writing software with picture support

Tier 3Writing Tools (Software)

Voice recognition software: Dragon Naturally Speaking & Speak Q

Organizational software: Inspiration, Draftbuilder, OneNote, Evernote

Scan & Read software: Kurzweil 3000, Read and Write Gold, WYNN, SOLO Suite

Picture-supported writing software: Writing with Symbols 2000, Clicker 6, Symwriter

Text-to-speech software: Write OutLoud

Word prediction software: CoWriter & Word Q

Electronic word wall: Clicker 6

Tier 3Writing Tools (iDevice Apps)

Voice recognition app: Dragon Dictate (free) Must have active wireless or cellular service

Word prediction app: Typ-O HD ($14.99) Also includes text-to-speech and speech-to-text Must have active wireless or cellular service for speech-

to-text Voices for text-to-speech are more realistic with an active

wireless or cellular service

Graphic organizer app: Inspiration Maps ($14.99) Inspiration Lite (free) Evernote & Evernote Peek (free) One Note (free)

Book-writing app: Pictello ($18.99)

Tier 3Organization Tools

Study Skills Time Management

• Smartpens that link written notes and audio

• Evernote (Mac, PC, & mobile devices

• OneNote (PC & mobile devices)

• Handheld electronic organizer

Tier 3Organization Tools (iDevice Apps)

Reminders & Notes (included on all iDevices)

My Homework (free) $1.99 to enable syncing to website

Voice Memos – many options free and paid

FlashCards – many options free and paid

Evernote & Evernote Peek (free)

OneNote (free) Must create a Hotmail or Windows Live email

account

Tier 3Assessment and Follow-Up

Assessment is guided by data collected in Tiers 1 & 2

Use the SETT framework to match student needs with options for technology supports

Assessment procedures may include observations, direct assessment measures, and technology trials 

Conduct short-term and/or long-term AT trials

Develop a formal, written report documenting the results of the AT assessment and future AT recommendations

Develop an Implementation Plan to identify the roles and responsibilities for each member of the IEP team  University of Kentucky Assistive Technology (UKAT) Oregon Technology Access Program (OTAP) National Assistive Technology Research Institute (NATRI)

Acquire equipment and provide necessary trainings for successful implementation