Coweta County Coweta County Elluminate Training Elluminate Training

forforAssistive Assistive

TechnologyTechnology

January 28, 2010January 28, 2010

PurposePurpose

To assist teachers, related service To assist teachers, related service providers, and administrators with providers, and administrators with providing assistive technology providing assistive technology devices and services to students with devices and services to students with disabilities in accordance with the disabilities in accordance with the requirement of the Individuals with requirement of the Individuals with Disabilities Education Act. (IDEA)Disabilities Education Act. (IDEA)

Overview Overview AT Technology TeamsAT Technology Teams AT RepresentativeAT Representative Definition of Assistive TechnologyDefinition of Assistive Technology Considering Assistive Technology NeedsConsidering Assistive Technology Needs Referral Procedures for Assistive Referral Procedures for Assistive

TechnologyTechnology Evaluation ReportEvaluation Report Documenting Assistive Technology in the Documenting Assistive Technology in the

IEPIEP Implementation of Assistive TechnologyImplementation of Assistive Technology Monitoring the Use and Effectiveness of ATMonitoring the Use and Effectiveness of AT Resources for Assistive TechnologyResources for Assistive Technology

School Representative

Arbor Springs Paige Marlow

Arnco-Sargent Darrell Hynson

Atkinson Kim Deloach

Brooks Ceil Harper

Canongate Chandra Gross

Eastside Brenda Boutte

Elm Street Terri Smith

Glanton Natalie Stephens

Jefferson Parkway Tammy Stanfield

Moreland Terri Bedgood

Newnan Crossing Janet Twiggs

Northside Melissa Greene

Poplar Road Melissa Ballentine

Ruth Hill Julie Aldridge

Thomas Crossroads Renee Powell

Western Tammy Charest

Welch Alex Parkman

White Oak Andrea Evers

Willis Road Jane Waters

Arnall Cherry Stanard

East Coweta Middle Beverly Ball

Evans Debbie Cook

Lee Karin Gordon

Madras Olivia Thompson

Smokey Road Jessica Slaton

East Coweta High Jeannette Hallam

Newnan Beverly Morris

Northgate Skip Seagraves

Burwell/Westside Connie Lytten

High

Special Education Department

Elementary

COWETA COUNTY SCHOOL SYSTEM

Assistive Technology School Representatives2009-10

Middle

COWETA COUNTY SCHOOL SYSTEMCOWETA COUNTY SCHOOL SYSTEM SPECIAL EDUCATION DEPARTMENTSPECIAL EDUCATION DEPARTMENT Assistive Technology TeamsAssistive Technology Teams 2009-20102009-2010 Gina Murray – Director, Special Education DepartmentGina Murray – Director, Special Education Department Charlotte Roberts – Assistive Tech Coordinator (Academic)Charlotte Roberts – Assistive Tech Coordinator (Academic) LaRhonda Kirkland – Assistive Tech Coordinator (Augmentative)LaRhonda Kirkland – Assistive Tech Coordinator (Augmentative) Sherri Adcox – Compliance CoordinatorSherri Adcox – Compliance Coordinator Audrey Anglin – Deaf/Hard of Hearing Audrey Anglin – Deaf/Hard of Hearing Melissa Casablanca – Middle/High School ConsultantMelissa Casablanca – Middle/High School Consultant Sikithea Collins – Occupational TherapistSikithea Collins – Occupational Therapist Barbara Cooke – Speech-Language PathologistBarbara Cooke – Speech-Language Pathologist Mary Cousins – Behavior Consultant (Intellectual Disabilities)Mary Cousins – Behavior Consultant (Intellectual Disabilities) Corina Ludewig – Teacher/Orthopedic ImpairmentsCorina Ludewig – Teacher/Orthopedic Impairments Connie Lytten – Teacher (Burwell Program)Connie Lytten – Teacher (Burwell Program) Denise Milam – Middle/High School Consultant (Interrelated)Denise Milam – Middle/High School Consultant (Interrelated) Luanne Owensby – Occupational TherapistLuanne Owensby – Occupational Therapist Connie Perkins – Occupational Therapist – Occupational Therapist Beth Posta – Preschool (SLP) – Preschool (SLP) Toni Prahl – Teacher/Visually Impaired – Teacher/Visually Impaired Dara Thomas – Occupational TherapistDara Thomas – Occupational Therapist Sandra Lancaster – Technology (Curriculum)Sandra Lancaster – Technology (Curriculum) Becky Walden – Elementary Consultant (Speech-Language)Becky Walden – Elementary Consultant (Speech-Language) Demetrice Webb – Occupational TherapistDemetrice Webb – Occupational Therapist Anne Welch – Physical TherapistAnne Welch – Physical Therapist Brenda Wynn – Physical TherapistBrenda Wynn – Physical Therapist Tracy Fitch – Teacher/Visually ImpairedTracy Fitch – Teacher/Visually Impaired

Definition of Assistive TechnologyDefinition of Assistive Technology

Assistive Technology Devices are Assistive Technology Devices are defined defined

in IDEA as:in IDEA as:

“Any item, piece of equipment, or “Any item, piece of equipment, or product system, whether acquired product system, whether acquired

commercially, modified, or customized, commercially, modified, or customized, that is used to increase, maintain, or that is used to increase, maintain, or improve the functional capabilities of improve the functional capabilities of

children with disabilities.” children with disabilities.” (section300.5)(section300.5)

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Legal ReferenceLegal Reference

§ § Section 300.324 Development, Section 300.324 Development, review, and revision of IEPreview, and revision of IEP

(1)(1) Consideration of special factors. Consideration of special factors. The IEP team must-The IEP team must-(v) (v) Consider whether the child needs Consider whether the child needs assistive technology devices and assistive technology devices and services.services.

(Authority 20 U.S.C. 1414(d)(3)(B))(Authority 20 U.S.C. 1414(d)(3)(B))

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Assistive Technology AreasAssistive Technology Areas

Technology solutions available in the Technology solutions available in the following areas:following areas:

− Academic and Learning Aids

− Aids for Daily Living− Assistive Listening Devices

and Environmental Aids− Computer Access and

Instruction− Environmental Control

– Mobility Aids– Augmentative

Communication– Pre-vocational and

Vocational Aids – Recreation and Leisure Aids– Seating and Positioning− Visual Aids

Adapted from the Assistive Technology Guidelines for Kentucky Schools, Kentucky Department of Education

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Assistive Technology Assistive Technology ServiceService

§ § Section 300.6 Assistive technology Section 300.6 Assistive technology service.service.Any service that directly assists a child with Any service that directly assists a child with a disability with the selection, acquisition, a disability with the selection, acquisition, or use of an assistive technology device. or use of an assistive technology device. The term includes-The term includes-

− (a) The evaluation of the needs of a child with a (a) The evaluation of the needs of a child with a disability, including a functional evaluation of disability, including a functional evaluation of the child in the child’s customary environment;the child in the child’s customary environment;

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Assistive Technology Assistive Technology ServiceService

§ § Section 300.8 ContinuedSection 300.8 Continued− (b) Purchasing, leasing, or otherwise providing (b) Purchasing, leasing, or otherwise providing

for the acquisition of assistive technology for the acquisition of assistive technology devices by children with disabilities;devices by children with disabilities;

− (c) Selecting designing, fitting, customizing, (c) Selecting designing, fitting, customizing, adapting, applying, retaining, repairing, or adapting, applying, retaining, repairing, or replacing assistive technology devices;replacing assistive technology devices;

− (d) Coordinating and using other therapies, (d) Coordinating and using other therapies, interventions, or services with assistive interventions, or services with assistive technology devices, such as those associated technology devices, such as those associated with existing education and rehabilitation with existing education and rehabilitation plans and programs;plans and programs;

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Assistive Technology Assistive Technology ServiceService

§ § Section 300.8 ContinuedSection 300.8 Continued− (e) Training or technical assistance for a child with (e) Training or technical assistance for a child with

a disability or, if appropriate, that child’s family; a disability or, if appropriate, that child’s family; andand

− (f) Training or technical assistance for (f) Training or technical assistance for professionals (including individuals or professionals (including individuals or rehabilitation services), employers, or other rehabilitation services), employers, or other individuals who provide services to employ, or are individuals who provide services to employ, or are otherwise substantially involved in the major life otherwise substantially involved in the major life functions of children with disabilities.functions of children with disabilities.

(Authority 20 U.S.C. 1401(2))(Authority 20 U.S.C. 1401(2))

Considering Assistive Considering Assistive Technology NeedsTechnology Needs

Requirement: Requirement:

Each IEP team in the school system Each IEP team in the school system will consider Assistive Technology as will consider Assistive Technology as a part of the development, review, a part of the development, review, and revision of and revision of each student’seach student’s IEP. IEP.

Considering Assistive Considering Assistive Technology NeedsTechnology Needs

Procedures:Procedures:

The IEP team will utilize the Assistive The IEP team will utilize the Assistive Technology Consideration Checklist Technology Consideration Checklist as a framework for considering the as a framework for considering the need for assistive technology devices need for assistive technology devices and services.and services.

Considering Assistive Technology Considering Assistive Technology NeedsNeeds

When completing the checklist the IEP When completing the checklist the IEP team should:team should: Review the instructional and access areas.Review the instructional and access areas. Determined the required task.Determined the required task. Determine whether or not the student can Determine whether or not the student can

accomplish the required task with accomplish the required task with accommodations, and assistive technology accommodations, and assistive technology that are currently in place.that are currently in place.

If the student cannot accomplish the tasks If the student cannot accomplish the tasks without accommodations, or with AT currently without accommodations, or with AT currently in place, then the IEP team must determine in place, then the IEP team must determine what additional solutions (including assistive what additional solutions (including assistive technology) are required.technology) are required.

Assistive Technology Consideration Form

Student Name DOB Person Completing Form Date Completed Purpose of this form:

1. To consider Assistive Technology needs; To determine Instructional Areas and Tasks that are difficulty for the student; To determine whether the student can accomplish the difficult tasks with standard classroom tools and/or accommodations or if assistive technology is needed.

Section 1. Check () the instructional area below that the student exhibits difficulty? Math Reading Writing Spelling Listening Oral communication Study/organizational Attention/behavioral Assessments/tests Worksheets Groups/group work Centers Note-taking/copying work Computers Projects Physical classroom Handwriting Reports Presentations Daily living Seating/positioning/mobility Recreation/leisure Prevocational/vocational Instructional methods-

discussion/questioning

Section 2. Write in Column A the instructional areas and tasks that are difficult for the student. Write in Columns B, C, and D the tools, accommodations, and/or assistive technology necessary for the student to complete the tasks identified in Column A. Use the AT Considerations Resource Guide to help in completing this section.

Column A

Instructional Area and Tasks (areas of difficulty)

Column B

Standard Classroom Tools

Column C

Possible Accommodations

Column D

Possible Assistive Technology Instructional Area

(from section 1 above - math, reading, etc)

Instructional Tasks (copying from board,

writing name, etc)

**Continue to the back and complete section 3**

Assistive Technology Assistive Technology Considerations FormConsiderations Form

Section 3. Consideration Outcomes:

Circle the correct answer and follow the appropriate instructions.

1. Can the student independently accomplish the tasks using standard classroom tools? Yes or No? a. If yes, AT is not required and the decision-making ends here b. If no, continue to question 2

2. Can the student accomplish the tasks with classroom accommodations? Yes or No?

a. If yes, AT is not required and document in the IEP the necessary classroom accommodations written above or any other accommodations recommended by the IEP team and decision-making ends here

b. If no, continue to question 3

3. Can the student accomplish the tasks with assistive technology that is currently in place or readily available in your school? Yes or No i. “Currently in place” means that the student currently uses the item and it is in his/her IEP.

ii. “Readily available” means that you have or can provide or purchase the AT item within your school b. If yes, document in the IEP the assistive technology devices and services indicated above and decision making ends here.

i. Document AT in the supplementary aids and services section of the IEP ii. Provide the required AT tools per the IEP to the student

c. If no, continue to question 4

4. Does the student require assistive technology that is not readily available in your school? Yes or No a. If yes, document in the IEP that AT referral is needed. (do not write specific AT items in the IEP at this time – student must go through trial basis)

i. Contact AT Representative in your school or AT Representatives at Central Office to determine if the item is already available within the county and can be sent for the student to use on a trial basis. Data should be collected during the trial use of the AT item.

ii. A complete AT Referral Packet is only necessary if the IEP Team does not know what would be appropriate AT items for the student. County AT Representatives will let the case manager know if a complete AT Referral Packet is necessary.

b. If no, AT is not required and question 1, 2, and/or 3 above should have been answered yes.

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Consideration OutcomesConsideration OutcomesSection 3 Question 1Section 3 Question 1

Student independently accomplishes Student independently accomplishes tasks. tasks.

No assistive technology requiredNo assistive technology required

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Consideration OutcomesConsideration OutcomesSection 3 Question 2Section 3 Question 2

Current interventions including Current interventions including accommodations and standard accommodations and standard classroom tools are working.classroom tools are working.

Document accommodations and toolsDocument accommodations and tools

No assistive technology requiredNo assistive technology required

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Consideration OutcomesConsideration OutcomesSection 3 Question 3Section 3 Question 3

Assistive technology currently in Assistive technology currently in place to meet student’s needs.place to meet student’s needs.

Document assistive technology in the IEPDocument assistive technology in the IEP

Continue use of assistive technologyContinue use of assistive technology

Monitor use of assistive technologyMonitor use of assistive technology

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Consideration OutcomesConsideration OutcomesSection 3 Question 4Section 3 Question 4

Student’s needs not being met with Student’s needs not being met with current interventions. Possible current interventions. Possible technology solutions known.technology solutions known.

Specify trial use of an assistive Specify trial use of an assistive technology device and identify the technology device and identify the expected outcomesexpected outcomes

Considering Assistive Considering Assistive Technology NeedsTechnology Needs

When to make a When to make a Referral for an AT Referral for an AT EvaluationEvaluation The IEP team will request assistance in The IEP team will request assistance in

completing the consideration process completing the consideration process when the IEP team is unable to when the IEP team is unable to determine whether or not the student determine whether or not the student requires assistive technology or when requires assistive technology or when they are unable to identify assistive they are unable to identify assistive technology solutions that would be technology solutions that would be appropriate to meet the student’s appropriate to meet the student’s needs.needs.

The AT Evaluation PacketThe AT Evaluation Packet

Consent to EvaluateConsent to Evaluate Passed vision/hearingPassed vision/hearing Referral formReferral form Parent questionnaireParent questionnaire Educator Evaluation of Student Educator Evaluation of Student

PerformancePerformance

The AT Evaluation PacketThe AT Evaluation Packet

Assistive Technology Background Assistive Technology Background InformationInformation

Academic/learning aids:background Academic/learning aids:background informationinformation

Vision referral background informationVision referral background information IEP meeting minutesIEP meeting minutes Copy of the student’s IEPCopy of the student’s IEP

Evaluation ReportEvaluation Report

When the assistive technology When the assistive technology evaluation has been completed, the evaluation has been completed, the results of the evaluation, including results of the evaluation, including recommendations for assistive recommendations for assistive technology devices, will be technology devices, will be documented in a report.documented in a report.

Documenting AT in the IEPDocumenting AT in the IEP

Assistive Technology may be Assistive Technology may be documented in one or more of the documented in one or more of the following sections of the IEP:following sections of the IEP: Present levels of education achievement Present levels of education achievement

and functional performanceand functional performance Consideration of special factorsConsideration of special factors Related servicesRelated services Supplementary Aids and ServicesSupplementary Aids and Services

Documenting AT in the IEPDocumenting AT in the IEP

Accommodations Accommodations Supports for School PersonnelSupports for School Personnel Annual goals, benchmarks, and/or Annual goals, benchmarks, and/or

ObjectivesObjectives Statement of Transition ServicesStatement of Transition Services Minutes of the IEPMinutes of the IEP

Documenting AT in the IEPDocumenting AT in the IEP

The documentation of AT devices and The documentation of AT devices and services should be clearly written so services should be clearly written so that IEP team members, including that IEP team members, including parents, have a full understanding of parents, have a full understanding of how the assistive devices and services how the assistive devices and services will be provided.will be provided.

It is best practice not to specify a name It is best practice not to specify a name brand of any assistive technology brand of any assistive technology device.device.

Implementation of Assistive Implementation of Assistive TechnologyTechnology

The IEP will install, modify, The IEP will install, modify, customize, and obtain the required customize, and obtain the required assistive technology.assistive technology.

If the device is available in the school If the device is available in the school system loan program, the school system loan program, the school staff will submit the considerations staff will submit the considerations checklist with the IEP.checklist with the IEP.

Monitoring the use and Monitoring the use and Effectiveness of Assistive Effectiveness of Assistive

TechnologyTechnology The IEP Team will monitor the student’s The IEP Team will monitor the student’s

use of the recommended assistive use of the recommended assistive technology and makes changes when technology and makes changes when necessary.necessary.

The IEP Team will collect data on the The IEP Team will collect data on the student’s use of assistive technology.student’s use of assistive technology.

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Present Levels of PerformancePresent Levels of Performance

Examples:Examples: John exhibits a severe expressive John exhibits a severe expressive

communication impairment. He communicates communication impairment. He communicates with peers and adults within his environment with peers and adults within his environment using vocalizations and a voice output using vocalizations and a voice output augmentative communication device. He will augmentative communication device. He will have access to the device in all school settings have access to the device in all school settings as appropriate.as appropriate.

Susan is not able to see standard print Susan is not able to see standard print instructional materials. She requires that all instructional materials. She requires that all print copies be enlarged through the use of a print copies be enlarged through the use of a photocopier or closed circuit television system.photocopier or closed circuit television system.

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Annual GoalsAnnual Goals

Examples:Examples: Susie will express basic wants and Susie will express basic wants and

needs in 80 % of the opportunities using needs in 80 % of the opportunities using single word utterances and a voice single word utterances and a voice output augmentative communication output augmentative communication system.system.

John will compose a three or more John will compose a three or more sentence paragraph with less than two sentence paragraph with less than two spelling errors when using a hand-held spelling errors when using a hand-held spellchecker.spellchecker.

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Consideration of Special FactorsConsideration of Special Factors Minimal compliance is checking yes or Minimal compliance is checking yes or

no on the consideration of assistive no on the consideration of assistive technology special factor and technology special factor and describing if yes is checkeddescribing if yes is checked

Best Practice Examples:Best Practice Examples: An analysis of all tasks and activities indicates An analysis of all tasks and activities indicates

that Karen can complete the tasks that Karen can complete the tasks independently. No assistive technology is independently. No assistive technology is required.required.

Paula needs access to adaptive seating and Paula needs access to adaptive seating and positioning equipment (prone stander, wedge) positioning equipment (prone stander, wedge) in her classes in order to benefit from her in her classes in order to benefit from her educational program.educational program.

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Statement of Transition Statement of Transition ServicesServices

Examples:Examples: Colin’s school staff, vocational rehabilitation Colin’s school staff, vocational rehabilitation

counselor, and family will contact public and counselor, and family will contact public and private agencies to assist him in obtaining private agencies to assist him in obtaining funding for a communication device that can funding for a communication device that can be used after he graduates from school. be used after he graduates from school. They will begin contacting agencies at the They will begin contacting agencies at the beginning of his senior year. The vocational beginning of his senior year. The vocational rehabilitation counselor will identify potential rehabilitation counselor will identify potential sources to technical support that will be sources to technical support that will be available to Colin after he graduates.available to Colin after he graduates.

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Supplemental Aids and Supplemental Aids and ServicesServices

ExamplesExamples Kendra will use a portable word Kendra will use a portable word

processor to complete writing processor to complete writing assignments in her general education assignments in her general education classes.classes.

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Accommodations for Accommodations for Participation in State/District-Participation in State/District-

Wide AssessmentsWide Assessments Examples:Examples:

Mavis requires the use of her auditory trainer Mavis requires the use of her auditory trainer when directions are provided during when directions are provided during administration of state/district-wide administration of state/district-wide assessments.assessments.

Marcus requires the use of word processing Marcus requires the use of word processing program when taking tests that require over program when taking tests that require over one paragraph of written communication.one paragraph of written communication.

All testing materials should be provided to All testing materials should be provided to Sally in Braille.Sally in Braille.

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Supports for School PersonnelSupports for School Personnel

Examples:Examples: Paul’s teachers will receive training in the Paul’s teachers will receive training in the

use and programming of his augmentative use and programming of his augmentative communication device.communication device.

Kelly’s special education and general Kelly’s special education and general education teachers will be provided with education teachers will be provided with follow-up training and technical assistance follow-up training and technical assistance as needed to aid them in integrating the use as needed to aid them in integrating the use of her assistive technology devices (spell of her assistive technology devices (spell checker, word processor) into her school checker, word processor) into her school curriculum.curriculum.

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Minutes of IEP MeetingMinutes of IEP Meeting

Examples:Examples:

The committee members present The committee members present discussed Donnita’s recent assistive discussed Donnita’s recent assistive technology assessment. Based on the technology assessment. Based on the recommendations of the assessment recommendations of the assessment and her classroom performance, it was and her classroom performance, it was recommended that she needs to have recommended that she needs to have access to her augmentative access to her augmentative communication device in all school communication device in all school settings.settings.

CCSS Special Education WebsiteCCSS Special Education Website

Assistive Technology

Welcome to the Assistive Technology information page!

For more information, please contact Charlotte Roberts or LaRhonda Kirkland.

Assistive Technology Ppt Presentation for Faculty Meetings

2009-10 Coweta County Assistive Technology Teams

2009-10 Assistive Technology Coweta County School Representatives

Assistive Technology Decision Making Form

CCSS Special Education CCSS Special Education Website Website

                             

Premiere Assistive Technology Grant Information Link to Georgia Project for Assistive Technology (GPAT)AAC Devices Chart - Academic Setting                 Asst Tech Devices for Writing/Spelling Asst Tech Devices for Study and Organization      Asst Tech Devices for MathAsst Tech Devices for Struggling Readers    ACC in Preschool/Functional Classroom

THANK THANK YOU!!YOU!!

For more information, contact: For more information, contact:

Charlotte Roberts at Charlotte Roberts at charlotte.roberts@cowetaschools.org charlotte.roberts@cowetaschools.org

or LaRhonda Kirkland at or LaRhonda Kirkland at

larhonda.kirkland@cowetaschools.org larhonda.kirkland@cowetaschools.org