1. Georgia Department of Education Division for Special Education Supports Georgia Project for Assistive Technology 1870 Twin Towers East Atlanta, Georgia 30334 Building Local Capacity Through Assistive Technology Teams

2. Georgia Department of Education Non-Endorsement Statement Neither the Georgia Department of Education nor the State of Georgia operates or controls in any respect any information, products, materials or services that third parties may provide. Listing a particular product or posting of a link does not indicate Georgia Department of Education endorsement of that product or site. We encourage our users to research each product themselves and to read the privacy statements of each and every site they visit. Georgia Department of Education Kathy Cox, State Superintendent of Schools

3. Assistive Technology Team Supports National Assistive Technology in Education Network (NATE) resources http://www.natenetwork.org/manuals-forms http://www.natenetwork.org/manuals-forms Special Education Technology British Columbia (SETBC) – Series of free videos at ‘The Learning Centre’ - http://www.setbc.org/setbc/topics/considerations_sc hool_based_teams.html http://www.setbc.org/setbc/topics/considerations_sc hool_based_teams.html Tacoma Public Schools Assistive Technology Team - http://classrooms.tacoma.k12.wa.us/specialed/tassist ive/index.php http://classrooms.tacoma.k12.wa.us/specialed/tassist ive/index.php Georgia Department of Education Kathy Cox, State Superintendent of Schools

4. Georgia Department of Education Kathy Cox, State Superintendent of Schools

5. Assistive Technology Teams: Many Ways to Do It Well National Assistive Technology in Education (NATE) Network resources http://www.natenetwork. org/manuals-forms http://www.natenetwork. org/manuals-forms

6. Georgia Department of Education Kathy Cox, State Superintendent of Schools Assistive Technology Considerations for School Based Teams (2009) http://www.setbc.org/setbc/topics/considerati ons_school_based_teams.html - Series of free videos produced by SETBC at ‘The Learning Centre’ with titles such as:http://www.setbc.org/setbc/topics/considerati ons_school_based_teams.html –Before Making the Request –Planning for Implementation –Making the Most of Training –Is It Working? –Receiving a Student Using Technology

7. Georgia Department of Education Kathy Cox, State Superintendent of Schools

8. Georgia Department of Education Kathy Cox, State Superintendent of Schools Assistive Technology Considerations for School Based Teams (2009)

9. Georgia Department of Education Kathy Cox, State Superintendent of Schools

10. Georgia Department of Education Kathy Cox, State Superintendent of Schools Example of Team Guidelines Tacoma, Washington Special Education Assistive Technology Team Vanessa Tucker, Educational Specialist, Program Director Rachael Waissman, M.A., CCC-SLP Dianne Lewandowski, SLPA, Jerri Coates, SLPA http://classrooms.tacoma.k12.wa.us/specialed/tassistive/index.php

11. The Special Education Assistive Technology (SPED AT) Team for the Tacoma Public Schools was created in 2000 as a multi-disciplinary team. Currently, the SPED AT Team consists of a program director, a Speech Language Pathologist (SLP), two Speech Language Pathology Assistants (SLPAs), and an Occupational Therapist (OT). We provide resources and services to all special education students needing assistive technology to meet their IEP goals. We maintain a Resource/Lending Library to provide students and staff with a wide variety of technology and computer software in the areas of communication, computer access, reading and math. We also provide training for students, staff and parents and referral to outside agencies or services, as the need arises. Example of Team Guidelines Tacoma, Washington http://classrooms.tacoma.k12.wa.us/specialed/tassistive/index.php

12. Georgia Department of Education Kathy Cox, State Superintendent of Schools OUR MISSION IS: The mission of the SPED AT Team is to promote lifelong access and learning opportunities for students with disabilities to enable them to be participating members of their communities through education, training, support and advocacy. OUR VISION IS: Our vision is to provide students with disabilities access to appropriate learning tools and training to enable them to be successful in meeting their IEP goals, become successful communicators and life-long learners. Example of Team Guidelines Tacoma, Washington http://classrooms.tacoma.k12.wa.us/specialed/tassistive/index.php

13. OUR GOALS ARE: to provide student observations and effective collaboration with staff, parent(s), and other agencies; to provide students with appropriate learning tools such as adaptive equipment and software to enable them to be academically successful; to provide staff, students, and parents with current information and resources on available assistive technology; to facilitate adequate training for staff, students, parents and family members to insure that the learning tools are useful to the student; and to increase public awareness of the field of assistive technology and how it benefits those who need it. Example of Team Guidelines Tacoma, Washington http://classrooms.tacoma.k12.wa.us/specialed/tassistive/index.php

14. Building Local Capacity Through Assistive Technology Teams Why do we need an Assistive Technology Team? What should we think about before getting started? Who should be on our team? What might we do as a team? How might we set up our assistive technology team? How do we grow our team? How do we know if we are doing a good job? Georgia Department of Education Kathy Cox, State Superintendent of Schools

15. The Need for a Team Georgia Department of Education Kathy Cox, State Superintendent of Schools Why Do We Need An Assistive Technology Team?

16. Georgia Department of Education Kathy Cox, State Superintendent of Schools The Need for a Team Need expertise and information from multiple professions and disciplines to make informed decisions. Need a group of people to share the workload of addressing student technology needs from acquisition to implementation to integration.

17. Team Effectiveness Research Working in teams results in higher individual productivity. The highest productivity results when teams work cooperatively rather than competitively or individualistically. The Need for a Team Bowser, Gayl, Donna Broussard and Penny Reed. “Projects That Support the Creation of Effective Local Assistive Technology Teams”. ATIA, Orlando, Florida. January 2010.

18. Team Effectiveness Research Working in teams promotes: – Social support among members – Greater psychological health – Greater self esteem – Greater social competence – Greater positive relationships The Need for a Team Bowser, Gayl, Donna Broussard and Penny Reed. “Projects That Support the Creation of Effective Local Assistive Technology Teams”. ATIA, Orlando, Florida. January 2010.

19. Teams: Leadership is shared among members. Effectiveness is measured directly by assessing team work products and outcomes. Team efforts are celebrated, as are individual contributions to team’s success. Bowser, Gayl, Donna Broussard and Penny Reed. “Projects That Support the Creation of Effective Local Assistive Technology Teams”. ATIA, Orlando, Florida. January 2010. The Need for a Team

20. Teams: (continued) Membership is ongoing, a change in membership requires work to reestablish team norms & identity. Members work at maintenance of the team. In meetings, members discuss, decide, and do real work together. Decisions are made by consensus. The Need for a Team Bowser, Gayl, Donna Broussard and Penny Reed. “Projects That Support the Creation of Effective Local Assistive Technology Teams”. ATIA, Orlando, Florida. January 2010.

21. A Group Becomes a Team: When there is shared purpose and goals When there is mutual accountability When members value the team The Need for a Team Bowser, Gayl, Donna Broussard and Penny Reed. “Projects That Support the Creation of Effective Local Assistive Technology Teams”. ATIA, Orlando, Florida. January 2010.

22. Considerations in Building the Team Georgia Department of Education Kathy Cox, State Superintendent of Schools What Should We Think About Before Getting Started?

23. Georgia Department of Education Kathy Cox, State Superintendent of Schools Considerations in Building the Team Assistive technology support system(s) the district has attempted to implement in the past –Successes –Barriers District’s current assistive technology support system –Successes –Barriers

24. Georgia Department of Education Kathy Cox, State Superintendent of Schools Considerations in Building the Team District demographics –Number of schools in district –Number of special education students in district –Types of disabilities represented –Types of programs –Staff knowledge and skills related to assistive technology –Availability of staff to serve as assistive technology coordinator or team members

25. Georgia Department of Education Kathy Cox, State Superintendent of Schools Considerations in Building the Team District resources –Administrative support School Central Office –Technology inventory Instructional Assistive

26. Georgia Department of Education Kathy Cox, State Superintendent of Schools Considerations in Building the Team District resources (continued) –Staff with Working knowledge of: –the general education curriculum –assistive technology –student skills and needs Basic understanding of low tech tools in area of specialty Ability to observe student and provide input

27. Potential Assistive Technology Team Members Georgia Department of Education Kathy Cox, State Superintendent of Schools Who Should Be On Our Team?

28. Georgia Department of Education Kathy Cox, State Superintendent of Schools Potential AT Team Members Core Members Gen Ed Teacher Parents School Admin Sp Ed Teacher Student

29. Georgia Department of Education Kathy Cox, State Superintendent of Schools Potential AT Team Members Core Members Depending on IEP Services Gen Ed Teacher Parents School Admin Sp Ed Teacher Student SLP Audio- logist OT PT

30. Georgia Department of Education Kathy Cox, State Superintendent of Schools Potential AT Team Members Expanded Team Members Gen Ed Teacher Parents School Admin Sp Ed Teacher Student SLP Audio- logist OT PT AT Resource Psycho- logist Others as needed IT Resource

31. What Might We Do As A Team? Georgia Department of Education Kathy Cox, State Superintendent of Schools Assistive Technology Team Supports

32. Georgia Department of Education Kathy Cox, State Superintendent of Schools Assistive Technology Team Supports School districts should provide a range of assistive technology supports to enhance technology selection, acquisition, and use. –Manage AT Inventory –Professional learning opportunities –Classroom collaborations –Student collaborations –Direct student evaluations

33. Georgia Department of Education Kathy Cox, State Superintendent of Schools Types of Supports Manage AT Inventory –Organize local device loan program How would the devices be used? − Trial use − Back-up during repair − Educator knowledge and skills What types of devices would be needed? Where would they be stored? How would educators check out the devices? How would the assistive technology team monitor the impact of the device use?

34. Manage AT Inventory (continued) –Coordinate other device loan resources [GPAT, vendor loans, Assistive Technology Resource Centers (ATRCs)] –Make AT purchasing recommendations to administrators Georgia Department of Education Kathy Cox, State Superintendent of Schools Types of Supports

35. Georgia Department of Education Kathy Cox, State Superintendent of Schools Types of Supports Professional learning –Who needs access to professional learning opportunities? –How should professional learning be provided? What types of courses need to be provided? What are the best formats for delivering professional learning? –Who should deliver professional learning courses? –Where should professional learning be provided? –When should learning opportunities occur? –How will we know if the courses are effective?

36. Georgia Department of Education Kathy Cox, State Superintendent of Schools Types of Supports Classroom Collaborations –Which classrooms have several students using assistive technology? –Which teachers need assistance in setting up the classroom for technology use? –Which teachers need support in integrating the technology into the students’ curriculum? –How do you think these collaborations could be provided?

37. Georgia Department of Education Kathy Cox, State Superintendent of Schools Types of Supports Student collaborations –Consideration What types of supports do IEP teams in your district need in considering individual student assistive technology needs? How do you think these supports could best be provided? –Implementation of AT What types of supports do IEP teams in your district need in implementing assistive technology devices and services? How do you think these supports could best be provided?

38. Georgia Department of Education Kathy Cox, State Superintendent of Schools Types of Supports Student collaborations (continued) –Integration across the curriculum What types of supports do IEP teams in your district need in integrating assistive technology devices and services? How do you think these supports could best be provided?

39. Georgia Department of Education Kathy Cox, State Superintendent of Schools Types of Supports Direct student evaluations –How many students do you think would need assistive technology evaluations in your district? –Who is currently doing the evaluations? –What resources do you have for conducting evaluations in your district? –How can you build your district’s capacity to provide assistive technology evaluations? –What resources would you need?

40. How Might We Set Up Our Assistive Technology Team? Georgia Department of Education Kathy Cox, State Superintendent of Schools Models of Assistive Technology Teams

41. DeCosta, Denise, Penny Reed and Marsye Kaplan. Assistive Technology Teams: Many Ways to Do It Well. Roseburg, OR: National Assistive Technology in Education (NATE) Network, 2005. Expert models of AT service delivery have formal referral districts aligned with the IEP provide direct and ongoing assessment make decisions and recommendations based on assessment share responsibilities for implementation monitor long term equipment loans focus a greater percentage of time on small group and school- based training A capacity-building model is a resource to all staff does not conduct assessment which is a school-based task provides guidance on AT decisions do not have a lead role in implementation may provide trial loans, but not long term loans focuses a greater amount of time on developing district level training alternatives Examples From AT Teams – Many Ways To Do It Well

42. Provide a model that would encourage and/or strengthen the district’s capacity to sustain its own AT needs. Models of Assistive Technology Teams Bowser, Gayl, Donna Broussard and Penny Reed. “Projects That Support the Creation of Effective Local Assistive Technology Teams”. ATIA, Orlando, Florida. January 2010.

43. AT Teams Can Be: Experts who help IEP teams work with AT Building-level teams who help IEP teams and can look to others for help Multidisciplinary expert teams that make recommendations to IEP teams District-level teams that guide AT processes An individual assigned to “do” AT for students who need it Models of Assistive Technology Teams Bowser, Gayl, Donna Broussard and Penny Reed. “Projects That Support the Creation of Effective Local Assistive Technology Teams”. ATIA, Orlando, Florida. January 2010.

44. Georgia Department of Education Kathy Cox, State Superintendent of Schools District AT Team AT Team in each building AT Contact in each building District AT Specialist AT Team in each building AT Contact in each building District AT Specialist No AT Teams in buildings No AT Contacts in buildings Models of Assistive Technology Teams OR

45. Georgia Department of Education Kathy Cox, State Superintendent of Schools Models of Assistive Technology Teams Ability to share workload from top down If implemented correctly, provides optimal support May provide continuity at building level District AT Team AT Team in each building AT Contact in each building OR

46. Georgia Department of Education Kathy Cox, State Superintendent of Schools Models of Assistive Technology Teams Serving solo, AT Specialist may have a heavier workload at the top May provide continuity at building level with team or AT contact at building level OR District AT Specialist AT Team in each building AT Contact in each building

47. Georgia Department of Education Kathy Cox, State Superintendent of Schools Models of Assistive Technology Teams Sometimes described as “lone ranger” model Often expected to know everything about everything Creates dilemma when AT Specialist leaves district Often little continuity at building level OR District AT Specialist No AT Teams in buildings No AT Contacts in buildings

48. Georgia Department of Education Kathy Cox, State Superintendent of Schools Determine which model or combination of models works best for your district. Which model seems the most efficient and logical? Models of Assistive Technology Teams

49. How Do We Grow As An AT Team? Georgia Department of Education Kathy Cox, State Superintendent of Schools Developing a Shared Purpose

50. Is your goal to build capacity in others to meet student’s needs or to directly serve children? Georgia Department of Education Kathy Cox, State Superintendent of Schools Developing a Shared Purpose Develop a Shared Team Purpose Bowser, Gayl, Donna Broussard and Penny Reed. “Projects That Support the Creation of Effective Local Assistive Technology Teams”. ATIA, Orlando, Florida. January 2010.

51. What Does it Mean to Build Capacity? Capacity building is an ongoing process through which individuals, groups, and organizations enhance their ability to identify and meet new challenges. Georgia Department of Education Kathy Cox, State Superintendent of Schools Developing a Shared Purpose Bowser, Gayl, Donna Broussard and Penny Reed. “Projects That Support the Creation of Effective Local Assistive Technology Teams”. ATIA, Orlando, Florida. January 2010.

52. If the team’s goal is to build capacity: What do you know about strengths, interests, and needs of staff? What opportunities are there for connecting with others? What are your team’s strengths and resources to build capacity in others? What is your administrative support and how can you use it? Developing a Shared Purpose Bowser, Gayl, Donna Broussard and Penny Reed. “Projects That Support the Creation of Effective Local Assistive Technology Teams”. ATIA, Orlando, Florida. January 2010.

53. Steps of Building Capacity: Diagnose what is missing or needed Develop strategies to change the situation Educate/train personnel to carry out change Evaluate results Developing a Shared Purpose Bowser, Gayl, Donna Broussard and Penny Reed. “Projects That Support the Creation of Effective Local Assistive Technology Teams”. ATIA, Orlando, Florida. January 2010.

54. How Do We Know We are Doing a Good Job As a Team? Georgia Department of Education Kathy Cox, State Superintendent of Schools Tools to Gauge Progress

55. Once your team has been established, how do you determine progress? Quality Indicators for Assistive Technology http://natri.uky.edu/assoc_projects/qiat/ Satisfaction Surveys Evaluations Georgia Department of Education Kathy Cox, State Superintendent of Schools Tools to Gauge Progress

56. Quality Indicators for Assistive Technology http://natri.uky.edu/assoc_projects/qiat/ –Reflect current operation within the continuum of practice –Show progress to “promising practices” –Can be used to set targets/goals Georgia Department of Education Kathy Cox, State Superintendent of Schools Tools to Gauge Progress

57. Georgia Department of Education Kathy Cox, State Superintendent of Schools Tools to Gauge Progress The QIAT Community The mission of QIAT is to guide the provision of quality AT services to improve educational achievement of students with disabilities. Began in the Fall of 1998 Is a grass roots effort Has participants from all perspectives Is an all inclusive and ongoing effort Facilitated by the QIAT Consortium

58. Georgia Department of Education Kathy Cox, State Superintendent of Schools

59. Georgia Department of Education Kathy Cox, State Superintendent of Schools Quality Indicators for Assistive Technology Consideration Assessment AT in the IEP Implementation Evaluation of Effectiveness Transition Administrative Support Professional Development Tools to Gauge Progress

60. Quality Indicators for Assistive Technology Facilitated by the Quality Indicators for Assistive Technology (QIAT) Consortium to assist educational agencies in: –Guide improvement of AT services in order to improve the educational participation and results of students. –Improve quality of services –Increase consistency of services –Support implementation IDEA and other legal mandates Georgia Department of Education Kathy Cox, State Superintendent of Schools Tools to Gauge Progress

61. Administrative Support Matrix In looking for growth of an assistive technology team, all QIAT matrices can be used to help determine direction and growth Administrative Support Matrix may help determine areas of growth when establishing a team –Review and select areas on which to focus Georgia Department of Education Kathy Cox, State Superintendent of Schools Tools to Gauge Progress

62. –Areas you are currently addressing, such as consideration, assessment, implementation, etc. –Review corresponding matrix to determine current level and next step Georgia Department of Education Kathy Cox, State Superintendent of Schools AT Successes Tools to Gauge Progress When looking at the performance of your AT Team, consider:

63. 1.The education agency has written procedural guidelines that ensure equitable access to AT devices and services for students with disabilities, if required for a free appropriate public education (FAPE). Georgia Department of Education Kathy Cox, State Superintendent of Schools Tools to Gauge Progress

64. Satisfaction Surveys –On-line Survey Programs Basic Free Plans with limited questions Evaluations –Training Evaluations Georgia Department of Education Kathy Cox, State Superintendent of Schools Tools to Gauge Progress

65. An on-going process –Need to continuously re-evaluate teams progress –Re-visit areas targeted by the team to determine progress –Introduce new areas as your team continues to develop Georgia Department of Education Kathy Cox, State Superintendent of Schools

66. Georgia Department of Education Kathy Cox, State Superintendent of Schools Reflection “A journey of a thousand miles begins with a single step” Confucious

67. Georgia Department of Education Division Special Education Supports Georgia Project for Assistive Technology 1870 Twin Towers East Atlanta, Georgia 30334 www.gpat.org http://www.doe.k12.ga.us/ci_exceptional.aspx New Contact Information Gina Gelinasggelinas@doe.k12.ga.us404-844-8744 DeeDee Bunndbunn@doe.k12.ga.us404-693-3344 Sally Kemphskemph@doe.k12.ga.us404-693-4005