1. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Joy Smiley Zabala, Ed.D, ATP SETTing the Stage for Technology-Supported Achievement

2. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Framing the Session The Assistive Technology Context Consideration of a students possible need for Assistive Technology The SETT Framework: a systematic organizational tool for use in all phases of AT service delivery

3. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com A Sneak Preview of the SETT Framework SS tudent EE nvironments TT asks TT ools

4. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com The Goal of SETT Framework … to build shared knowledge that can be used by collaborative teams to select and plan for use of Student-centered, Environmentally-useful, and Tasks-focused Tool systems that foster the educational success of students with disabilities

5. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Decision-Making Sequence Develop shared understanding of the Student, learning Environments, and expected Tasks BEFORE Tools are considered or selected

6. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com CONSIDERATION OF SPECIAL FACTORS

7. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com The IEP team shall… (v) consider whether the child needs assistive technology devices and services, with the exception of surgically implanted devices. IDEA, 2004 P.L.108-446, Section 614(b)

8. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Legal requirements tell us WHAT we need to do, but not HOW

9. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Assistive Technology Consideration Embedded within the Special Education Process and the IEP Development Process Special Education IEP Development Assistive Technology Consideration

10. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com A 5-Step Model for Considering A Student’s AT Needs Review present levels of performance and evaluation data Develop goals and objectives Identify tasks necessary to accomplish goals Determine which tasks are difficult or impossible for the student at this time Identify appropriate supports and services, including AT STEP 1 STEP 3 STEP 2 STEP 4 STEP 5

11. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Functional Skills Reading Written Expression Math Problem-solving Communication Recreation Daily organization Seating/Positioning Hearing Seeing Self-Care Mobility Behavior Specific task-related skills

12. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com If the student is currently using AT, is the AT adequate to address the new goals and objectives? Does the student need AT to access the curriculum? Does the student need AT to access the technology used by other students? Could AT help the student work more independently? Questions to Consider

13. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com NOT REQUIRED NEED MORE INFO REQUIRED Results of AT Consideration

14. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Results of Consideration AT is required AT is not required More information is needed to make a decision

15. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Document that AT is not required Student needs are currently being met without assistive technology devices or services. The IEP Team anticipates that this student will make reasonable progress on IEP goals and the general educational curriculum with typically available supports and services.

16. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Document when AT is required The IEP Team anticipates that this student will NOT make reasonable progress on IEP goals and the general educational curriculum without the support of assistive technology devices and/or services. The specifics of the devices and services must be included in the IEP.

17. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Some Examples of When AT is Required AT has been used to obtain present levels of performance and can adequately address the new goals and objectives. AT has been used to obtain present levels of performance, but different AT is needed to adequately address the new goals and objectives. AT has NOT been used previously but is needed to adequately address the new goals and objectives.

18. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Some Examples of When More Information is Needed The IEP team is unsure about whether or not AT is needed (see assistance) The IEP team can describe what is needed, but needs help to determine what tools match the description (seek assistance identifying possible tools)

19. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Some Examples of When More Information is Needed The IEP team knows AT is needed, but trials or an to determine which tool is most effective and efficient (seek assistance for developing a trial plan) The IEP team needs help determining the nature and extent and the AT devices and services (conduct trials or refer for an AT evaluation and document it in the IEP as an AT service)

20. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com NOT REQUIRED NEED MORE INFO REQUIRED Ongoing Process

21. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Evaluating Assistive Technology Needs

22. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com “Knowledge is of two kinds. We know a subject ourselves, or we know where we can find information on it.” Samuel Johnson (1709 - 1784)

23. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com IDEA 2004 Sec. 602.2(a) Assistive technology service… such term includes … (a) the evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child's customary environment

24. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com “When is an AT evaluation needed?”

25. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com An AT Evaluation is needed when… The IEP team needs more information to make a decision about AT Changes result in the student’s needs not being met with current devices and/or services

26. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Referral for an AT Evaluation Is important to the development of appropriate evaluation Includes information gathered during consideration Informs the IEP team and the evaluation team

27. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com “ What is an AT evaluation?”

28. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com An AT Evaluation… Builds upon existing information from a variety of sources Determines how the student currently performs Determines the nature of barriers

29. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com An AT Evaluation Team… Gathers and analyzes information Uses data to make recommendations about The nature and extent of AT devices and services required How to support achievement of expected outcomes

30. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Results of an AT Evaluation Need for AT devices and services Nature and extent of AT devices and services, if any, required to participate in and benefit from FAPE Provides the IEP team with the information needed to make informed decisions about…

31. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com “How is an AT evaluation conducted?

32. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Dynamic AT Evaluation (DATE) 1.Identify and define areas of concern 2.Gather information 3.Analyze information 4.Generate and prioritize potential solutions D A T E

33. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Dynamic AT Evaluation (DATE) 5.Develop the Trial Action Plan 6.Conduct trials and collect data on effectiveness 7.Formulate recommendations 8.Document D A T E

34. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Building Shared Knowledge with The SETT Framework

35. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com The S ETT Framework Student (Self) Environments Tasks Tools

36. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com The Goal of SETT Framework … to guide collaborative teams in the development and use of S tudent-centered, E nvironmentally-useful, and T asks-focused T ool systems that foster the educational achievement of students with disabilities and their non-disabled peers.

37. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com The Student The person who is the central focus of the educational process and for whom everyone involved in any part of the educational program is an advocate The SETT Framework The Environments The customary environments in which the student is (or can be) expected to learn and grow The SETT Framework : Student, Environment, Tasks, & Tools The Tasks The specific things that the student needs to be able to do or learn to do to reach expectations and make educational progress

38. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com The SETT Framework The Tools Everything that is needed by the student and others for the student accomplish the tasks in the places where they need to be done so that educational progress is achieved

39. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Student (Self) What is the functional area 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) Strengths and abilities (related to area of concern) Present levels of achievement Expectations (student’s) Evaluation information

40. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Environments –Barriers –Supports 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) Conditions within customary environments

41. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Tasks The specific things that the student needs to be able to do to reach expectations and make progress The functional things that are a part of being actively involved in learning environments Communication Instruction Participation Productivity Environmental Control

42. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com

43. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Tools Whatever is needed by the student and others for the student to do the tasks in the environments in order to meet expectations ABILITIESGOALS TOOLS

44. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Tools for Students Accommodations Modifications Technology – AT, IT, UDL, NIMAS Diversified Instructional Strategies Supports Services Training Documentation Etc. Whatever is needed by the student to do the tasks in the environments in order to meet expectations

45. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Tools for Others Support for Staff Training and support on: Decision-making Strategies Accommodations Modifications Device integration and operation Service delivery Etc. Whatever is needed by others for the student to do the tasks in the environments in order to meet expectations

46. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Functional Skills Reading Written Expression Math Problem-solving Communication Recreation Daily organization Seating/Positioning Hearing Seeing Self-Care Mobility Behavior Specific task-related skills

47. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Determining the Tools Determining characteristics of the Tool System Brainstorming possible Tools Matching characteristics to possible Tools Selecting and recommending promising Tools Justifying recommendations with SETT data Planning for Implementation

48. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com

49. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com

50. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Action Item Collaborative Work Describe what a system of tools that would be helpful to this student would be like. Justify the recommendations with SETT data. Write descriptions across top of the Matrix.

51. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Action Item Collaborative Work BRAINSTORM a list of tools that match the descriptors that could be added to the student’s system Don’t evaluate the items…Anything goes, at this stage. Write brainstormed tools down left side of the Matrix.

52. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Action Item Collaborative Work Use the Matrix to match descriptions of the needed system to features of the brainstormed tools. Add other tools if needed. For each tool, rank the approximate level to which each descriptor matches the tool.

53. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Action Item Collaborative Work Using the SETT Framework as a guide, review the matrix and determine what the team will recommend to the student’s IEP team. Remember to include devices, services, training, and anything else that is needed. Make recommendations and justify them with SETT data.

54. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Action Item Collaborative Work Device(s) - what and why? Services - what, why and for whom?, Training - Content and for whom? Other needs or considerations? Make recommendations and justify them with SETT data.

55. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Action Item Collaborative Work Build shared knowledge using the SETT Framework as a guide and an organization tool. Determine what is known and what still needs to be found out. Determine when and how to seek additional information

56. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Using the SETT Framework to Plan for Implementation

57. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Implementation Sequence

58. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Revisiting the SETT Framework? “Give me six good reasons!” Edna M. Smiley “My Mom” Re-SETT ?

59. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Six Good Reasons to Re-SETT 1.What was “known” may have changed. 2.New people may be involved. 3.New questions and/or information may have emerged 4.More specifics may be available. 5.Implementation plans need to be student-centered AND environmentally “friendly” 6.“Other-imposed” plans are rarely successful

60. http://www.joyzabala.com Joy Zabala, AT & LEADERSHIP joy@joyzabala.com Remember Two Things! The SETT Framework is an ON-GOING ! Re-SETTing is not starting over… It is a matter of keeping decision-guiding information, inclusive, accurate, and up to date! Implementation Tip: Save As!