Hernando County AT Procedures 2015 Empowering students with accommodations Hernando County AT Procedures 2015

AGENDA Review AT Laws MTSS Process Re-design of AT Procedures Forms

AT Laws: A Quick Review

Definitions Assistive Technology: “ Any item, piece of equipment or product system—whether acquired commercially off the shelf, modified or customized— that is used to increase, maintain or improve the functional capabilities of a student with a disability.”

Definitions Range of Devices: Simple or Low Tech: e.g. pencil grips, tactile rulers, light pens, page holders, highlighter tape, paper-based communication systems, visual supports Mid Tech: e.g. timers, digital recorders, calculators, spell checkers, switch- operated items, single- and multiple-message communication systems Complex or High Tech: e.g. computers, mobile devices, alternative keyboards, switch-controlled computer systems, communication devices, word processors (Alphasmarts), specialized software (i.e. text-to-speech or graphic organizers)

Definitions AT Evaluation: “Any service that directly assists a student with a disability in the selection, acquisition, or use of an assistive technology device,” to include “the evaluation of the needs of a student with a disability, including a functional evaluation of the student in the student’s customary environment.”

Definitions 60-Day timeline: “An assistive technology evaluation must be completed within 60 school days. The 60-school-day timeline begins when the IEP team makes the recommendation for such an evaluation.”

IEP Considerations IEP Team Requirements: As per the DOE Technical Assistance Paper (DPS: 2013-65, Section C-6): at least one member of the IEP team who works with the student on a regular basis MUST be involved with the AT evaluation.

IEP Considerations AT may be documented in the following sections of the IEP: The Present Level and needs of the student should determine where on the IEP the service or device will be documented: Measurable Annual Goals, including Benchmarks or Short-Term Objectives Special Education and Related Services Supplementary Aids and Services Accommodations for State- and District-wide Assessments

IEP Considerations Citing specific equipment or software in goals and objectives/benchmarks is NOT recommended Target specific skills Note AT attributes Relate the use of the tech to a functional outcome Use the Assistive Technology Accommodations for the IEP cheat sheet

IEP Considerations

IEP Considerations “If simple technology, older or less expensive assistive technology would accomplish the same goals, the school district is under no obligation to choose a complex technology, newer or more expensive option.”

Multi-Tiered Systems of Support MTSS: Multi-Tiered Systems of Support

Data-driven Focused on device/strategy trials Recognizes evolution of accommodations over time Takes advantage of multiple interventions

Common Assistive Tech Scenarios To refer or not to refer: Common Assistive Tech Scenarios

Scenario #1 Issue: Language Impaired Student, possibly ASD, nonverbal, low cognitive functioning, limited social skills, unwanted behaviors Interventions (that should be tried): begin trialing object/symbol system; collaborate with school specialists, e.g. SLP, Behavior Specialist; communicate with caregivers to generalize/carry over emerging skills Results: Limited to inconsistent Next Step: Contact AT with AT Referral Form (meeting not required, anybody can fill it out and send it in)

Scenario #2 Issue: Student is not performing at grade level in reading and/or writing skills Type 1: Student is physically impaired If handwriting goal is showing no gains, consult with OT/PT first Collaborate with OT/PT to fill out AT Referral Form if needed Type 2: Student has a learning disability Identify area of need (e.g. decoding, encoding, comprehension, etc.) Begin Accommodation Tracking If accommodations don’t help, fill out AT Referral Form

Scenario #3 Issue: Student is demonstrating unwanted behaviors, e.g. aggression, defiance, attention deficit, overly affectionate, disruptive actions Interventions: consult with school-based Guidance Counselor and collaborate with school site Psychologist and Behavior Specialist for behavior intervention strategies or action plan Results should be presented to multi disciplinary team Contact ATL for any visual supports that the team deems appropriate (AT Referral is not necessary)

New Hernando County AT Procedures: Stepping up the Tiers

MTSS drives AT! MTSS Tier 1 MTSS Tier 2 MTSS Tier 3

The journey begins… AT consideration begins (Parent or teacher concern raised) Whether in a meeting or during informal conversation, discussion may begin Ask the parent to fill out the Assistive Technology Parent Input Form

AT Referral generated and sent to AT team The journey begins… AT Referral generated and sent to AT team Use the Assistive Technology E-Referral, which may be filled out on a computer and emailed or ponied to Caitlin DiCristofalo or Christina Dancsak at the CHS AT Lab

AT Team determines area of referral The journey begins… AT Team determines area of referral The AT Team reviews the AT referral and decides what is the main difficulty in order to focus on the most relevant concern

Area specific checklists sent to IEP Team member(s) Initial Paperwork Area specific checklists sent to IEP Team member(s) Based on the AT Referral information, the AT Team emails more specific E-checklists for the teacher, case manager, or therapist(s) to complete The areas may include Seating/Mobility, Communication, Computer Access, Motor Aspects of Writing, Composition, Reading, Math, Organization, Vision, & Hearing These can be filled out ahead of time (recommended) or during the assessment

AT Team consults with teacher, parent, and student Observation AT Team consults with teacher, parent, and student Upon reviewing the checklists, the AT Team will make an appointment to visit the student in their customary environment During the observation/assessment, the AT Team will consult with the IEP Team members about the student’s performance

AT suggestions implemented for 2-6 weeks / data collected System Trials AT suggestions implemented for 2-6 weeks / data collected After the observation/assessment, the AT Team will produce a Recommendation Report The report will outline how to conduct specific suggestions discussed during the observation/assessment The IEP Team will follow the suggestions and collect data for 2-6 weeks using either the Tech Tracking Form or System Trial Form

AT Team and teacher discuss data System Trials AT Team and teacher discuss data At the end of the trial, the IEP Team members will complete the AT Summary Form The AT Team will discuss the data with the IEP Team member(s) Trial data can be presented during an IEP meeting as justification for changing the IEP to document new accommodation Discuss the difference between levels of funding on the Matrix

System Trials Parental consent for AT evaluation obtained Not Successful 60 Day Timeline begins here Parental consent for AT evaluation obtained AT Team and teacher meet to discuss alternatives IF NEEDED

System Trials Successful Parental consent for AT evaluation obtained   60 Day Timeline begins here Parental consent for AT evaluation obtained Implementation plan / AT report generated Data considered

IEP Meeting convenes to determine if accommodations should go on IEP At the next IEP meeting, the AT Evaluation may be reviewed If the trialed accommodation is still helpful, the team may include it on the student’s IEP and mark the appropriate level on Matrix Discuss areas of IEP where documentation can be providd: Supplementary Aids Accommodation Page *Can be noted in Present Level or Benchmarks

IEP Documentation AT may be documented in the following sections of the IEP: The Present Level and needs of the student should determine where on the IEP the service or device will be documented: Measurable Annual Goals, including Benchmarks or Short-Term Objectives Special Education and Related Services Supplementary Aids and Services Accommodations for State- and District-wide Assessments Discuss areas of IEP where documentation can be providd: Supplementary Aids Accommodation Page *Can be noted in Present Level or Benchmarks

A Note on Matrix Funding Domains that require AT Eval for certain levels: Curriculum and Learning Environment Level 2, 3, 4: require AT eval or screening, depending on the intervention, so check the IEP carefully Independent Functioning Level 4: If specialized AT equipment is needed with frequent assistance Communication Level 5: A student can be marked Level 5 if they are using “Multiple, continuous interventions,” but when the system trials are finished, an AT eval should be requested to get it added to the IEP permanently Discuss the difference between levels of funding on the Matrix

New Hernando County AT Procedures: Forms

*Updated* AT E-Referral Added new section for Reading Assistance Added new considerations for organization E-format—can be filled out quickly on a computer and emailed Drop-down choices for possible AT strategies Just remember not to put student’s name in title of document (initials only)

Specific Area Checklists Designed by Wisconsin Assistive Technology Initiative Focus in on details behind a student’s everyday interventions Give a clearer picture of a student’s abilities Assist the AT Team with customizing assessment E-format can be filled out on computer and emailed or printed to be sent in pony

Data Collection Five-week Tech Tracking Form—Alphasmarts, netbooks, laptops, Smart Pens, Literacy Software, and other devices HCSB System Trial—for communication devices and strategies AT Summary—to be filled out at end of each trial

Parent Input Form Designed to draw upon parent experience Identifies concerns that may not be obvious at school

http://atc-hernando.wikispaces.com/AT+Procedures+and+Forms ATC Wiki All updated forms may be found on the Hernando ATC Wikispace http://atc-hernando.wikispaces.com/AT+Procedures+and+Forms