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

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

3. AT Laws:
A Quick Review

4. 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.”

5. 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)

6. 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.”

7. 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.”

8. IEP Considerations IEP Team Requirements:
As per the DOE Technical Assistance Paper (DPS: , 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.

9. 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

10. 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

11. IEP Considerations

12. 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.”

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

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

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

17. 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)

18. 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

19. 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)

20. New Hernando County AT Procedures:
Stepping up the Tiers

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

22. 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

23. 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 ed or ponied to Caitlin DiCristofalo or Christina Dancsak at the CHS AT Lab

24. 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

25. 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 s 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

26. 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

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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

33. 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

34. New Hernando County AT Procedures:
Forms

35. *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 ed
Drop-down choices for possible AT strategies
Just remember not to put student’s name in title of document (initials only)

36. 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 ed or printed to be sent in pony

37. 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

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

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