Assistive Technology Implementation Plan

Ava Leigh Fletcher

Kennesaw State University

ITEC 7445 (Summer 2014)

WATI Assistive Technology Consideration Guide

1. What task is it that we want this student to do, that they are unable to do at a level that reflects their skills/abilities (writing, reading, communicating, seeing, hearing)? Document by checking each relevant task below. Please leave blank any tasks that are not relevant to the student’s IEP.

2. Is the student currently able to complete tasks with special strategies or accommodations? If yes, describe in Column A for each checked task.

3. Is there available assistive technology (either devices, tools, hardware, o software) that could be used to address this task? (If none are known, review WATI’s AT Checklist.) If any assistive technology tools are currently being used (or were tried in the past), describe in Column B.

4. Would the use of assistive technology help the student perform this skill more easily or efficiently, in the least restrictive environment, or perform successfully with less personal assistance? If yes, complete Column C.

Task A. If currently completes task with special strategies and / or accommodations, describe.

B. If currently completes task with assistive technology tools, describe.

C. Describe new or additional assistive technology to be tried.

Motor Aspects of Writing Dictionary & Thesaurus for meaning/spelling/thesaurus

--- Children’s Talking Dictionary & Spell Corrector ®

Computer Access

Composing Written Material --- Graphic Organizers for structural

support & composition; Kidspiration® Software; Microsoft Word®

Dragon NaturallySpeaking 12 Home ® Software (speech-to-text software); WriteOnline® to revise/edit

Communication

Reading Partner Reading; discussions Sticky Notes; highlighters; Graphic

Organizers to organize story features

Quicktionary ® Pen

Organization Graphic Organizers used to organize thoughts

Kidspiration® Software Essay Map (interactive graphic organizer on readwritethink.org)

Task A. If currently completes task with special strategies and / or accommodations, describe.

B. If currently completes task with assistive technology tools, describe.

C. Describe new or additional assistive technology to be tried.

Math Small group instruction --- Calculator; Sketchpad Explorer® (iPad app) – interactive math activities; Microsoft Math® – homework help software

Recreation and Leisure

Activities of Daily Living (ADLs)

Mobility

Positioning and Seating

Vision

Hearing

5. Are there assistive technology services (more specific evaluation of need for assistive technology, adapting or modifying the assistive technology, technical assistance on its operation or use, or training of student, staff, or family) that this student needs? If yes, describe what will be provided, the initiation and duration. Yes, several of the proposed assistive technology (such as Microsoft Math®, Sketchpad Explorer®, Dragon NaturallySpeaking 12 Home® Software, Quicktionary® Pen, and WriteOnline®) will require training of student, staff, and parents before effectiveness can be determined. Pending student and parent availability, orientation training with these technologies will occur prior to the start of the new school year immediately followed by student practice. This training and practice should last a total of about an hour a day for a week.

Assessing Students’ Needs for Assistive Technology (2009)

Assessing Students’ Needs for Assistive Technology (2009)

STUDENT INFORMATION

Student Name Grade Date of Birth Darian Jackson

8

School Date AT Plan Review Date MacInyre Park Middle School

July 2014

August 2014

POINT OF CONTACT (Individual assigned to keep the Implementation Plan updated)

Leigh Fletcher

FLP Math/ELA Teacher

EQUIPMENT EQUIPMENT AND SOFTWARE TO BE USED STATUS (e.g., owned by school, will purchase, will borrow, etc…)

Calculator

Owned by school

Sketchpad Explorer® Free iPad app – will download on FLP classroom iPad

Microsoft Math® Will purchase

Essay Map (on ReadWriteThink.org) Free with computer/Internet access

Quicktionary® Pen Will purchase

Dragon NaturallySpeaking 12 Home® Software Will purchase

WriteOnline® Free with computer/Internet access

Children’s Talking Dictionary & Spell Corrector® Will purchase

EQUIPMENT TASKS TASK (e.g., order/procure AT, load software, adapt/customize devices/software, set up at home/school, maintain/repair, etc.)

PERSON RESPONSIBLE DATE DUE

Purchase Microsoft Math®, Quicktionary® Pen, Dragon NaturallySpeaking 12 Home® Software, and Children’s Talking Dictionary & Spell Corrector®

Instructional Coach/Principal July 1, 2014

Load Microsoft Math® software and Dragon NaturallySpeaking 12 Home® software onto FLP Classroom computer and home computer

MPMS Technology Specialist (Technician)

July 8, 2014

Load Sketchpad Explorer® on FLP classroom iPads FLP Teacher July 8, 2014

Maintain/Repair purchased and downloaded software on school computers MPMS Technology Specialist (Technician) & FLP Teacher

Ongoing

IMPLEMENTATION TEAM NAME (List all individuals who will implement the AT with the student.) ROLE (e.g., administrator, teacher, family member, service provider, etc…)

Leigh Fletcher FLP Math/ELA Teacher

Claudia Jackson Mother

Marcie West MPMS Instructional Coach

Assistive Technology Implementation Plan

TRAINING TRAINING NEED TRAINEES TRAINER DATES & TIMES FOLLOW UP / ALONG PLAN

Use of Quicktionary® Pen and Children’s Talking Dictionary & Spell Corrector®

Student and Mother FLP Teacher and/or Instructional Coach

July 9-11, 2014 at times convenient for trainees

Consistent & Effective Student Implementation & Comfort/Familiarity Level

Use of Microsoft Math® software, Dragon NaturallySpeaking 12 Home® software, Sketchpad Explorer® app, WriteOnline®, and Essay Map

Student and Mother FLP Teacher and/or Instructional Coach

July 9-11, 2014 at times convenient for trainees

Student will be asked to navigate various features of the software program to determine effective use. After training days and time to practice/implement technology, student and mother will be given time to ask additional questions to clarify usability features of the software to ensure ease of use.

CLASSROOM IMPLEMENTATION IEP GOAL CURRICULUM/DOMAIN (e.g.,

math, science, PE, art, etc…) PERSON(S) RESPONSIBLE AT NEEDED TO ACCOMPLISH GOAL (List specific

AT and customized settings if appropriate)

Darian will increase comprehension of a variety of printed materials to 80% mastery - as measured by observation, running records, and performance assessment – by locating information and clarifying meaning by skimming, scanning, reading carefully, and using other reading strategies.

Reading FLP Teacher Instructional Coach

Quicktionary ® Pen; Sticky Notes; Highlighters; Partner Read-Alouds/Discussion Guides

Darian will demonstrate organization of writing by developing an introduction, body of text and conclusion with clear sequencing of ideas and use of transitional words and phrases.

Writing FLP Teacher Instructional Coach

Essay Map (on ReadWriteThink.org); Kidspiration®

Darian will revise writing to improve clarity and effectiveness by adding relevant details and changing or rearranging text.

Writing FLP Teacher Instructional Coach

WriteOnline®; Dragon NaturallySpeaking 12 Home® Software

Darian will recognize and demonstrate control over conventions of written English (e.g., capitalization, spelling, grammar, punctuation, and paragraphing).

Writing FLP Teacher Instructional Coach

Children’s Talking Dictionary & Spell Corrector®; Microsoft Word®; WriteOnline®

Darian will model the relationships among whole numbers, decimal, fraction, percent, exponent and integer operations to solve problems including the relationships involving ratio and proportions.

Math FLP Teacher Instructional Coach

Calculator; Sketchpad Explorer® (iPad app); Microsoft Math®

Darian will select and use appropriate operations such as addition, subtraction, multiplication and division to solve problems of rational numbers, and perform calculations on whole numbers, fractions, decimals, percents and integers using paper and pencil, calculators and/or computers.

Math FLP Teacher Instructional Coach

Calculator; Sketchpad Explorer® (iPad app); Microsoft Math®

HOME IMPLEMENTATION IEP GOAL CURRICULUM/DOMAIN (e.g.,

math, science, PE, art, etc…) PERSON(S) RESPONSIBLE AT NEEDED TO ACCOMPLISH GOAL (List specific

AT and customized settings if appropriate)

Darian will improve writing skills by logically organizing his thoughts and revising and editing his own writing to accurately convey his thoughts using technology to assist as needed.

Writing Mother FLP Teacher

WriteOnline®; Dragon NaturallySpeaking 12 Home® Software; Microsoft Word®

Darian will improve his reading comprehension level by selecting and using appropriate tools as needed.

Reading Mother FLP Teacher

Quicktionary® Pen; Sticky Notes; Highlighters

Darian will master basic math concepts especially in the area of numbers and operations (such as math facts and using rational numbers interchangeably) while selecting and utilizing technology as needed.

Math Mother FLP Teacher

Microsoft Math®

MONITORING/EVALUATION GOAL INSTRUCTIONAL STRATEGY (How will you teach student to

use equipment and/or how to achieve goals.) RECORDING SYSTEM & FREQUENCY (e.g., task analysis

recording system; score + or - on data recording sheet)

PERSONS RESPONSIBLE FOR IMPLEMENTATION / DATA COLLECTION

Darian will increase comprehension of a variety of printed materials to 80% mastery - as measured by observation, running records, and performance assessment – by locating information and clarifying meaning by skimming, scanning, reading carefully, and using other reading strategies.

To achieve this goal, student will be taught to use the Quicktionary® Pen by modeling the use of it with a reading passage. Since he has already been using sticky notes, highlighters, and partner read-alouds to enhance comprehension, these strategies will only need to be reviewed.

Task Analysis Recording Sheet (comprehension verification questions)

FLP Teacher Instructional Coach

Darian will demonstrate organization of writing by developing an introduction, body of text and conclusion with clear sequencing of ideas and use of transitional words and phrases.

FLP Teacher will give a specific writing prompt and guide the student through the planning and organization stage of the process using Essay Map (on ReadWriteThink.org) and Kidspiration® while assisting Darian along the way with the technical features of these programs as well as pointing out how these programs can assist him in organizing and planning his writing.

Data Recording Sheet (student ability to effectively and appropriately organize thoughts with AT)

FLP Teacher Instructional Coach

Darian will revise writing to improve clarity and effectiveness by adding relevant details and changing or rearranging text.

Teacher will model how to use WriteOnline® and Dragon NaturallySpeaking 12 Home® Software to hear his own writing read aloud to him in order to hear where revisions need to be made to improve clarity.

Data Recording Sheet (student ability to effectively and appropriately revise writing with AT)

FLP Teacher Instructional Coach

Darian will recognize and demonstrate control over conventions of written English (e.g., capitalization, spelling, grammar, punctuation, and paragraphing).

With teacher guidance, Darian will edit his writing for conventions with the aid of Children’s Talking Dictionary & Spell Corrector to ensure proper word use and spelling as well as Microsoft Word® to ensure correct spelling, punctuation, and grammar. Teacher will provide guidance with these technologies as needed.

Data Recording Sheet (student ability to effectively and appropriately edit for conventions and grammar with AT)

FLP Teacher Instructional Coach

Darian will model the relationships among whole numbers, decimal, fraction, percent, exponent and integer operations to solve problems including the relationships involving ratio and proportions.

Teacher will model how to utilize Sketchpad Explorer® on the iPad and Microsoft Math® for homework help and content clarification/practice as needed. Then student will be given a chance to experiement/practice while teacher provides technical feedback as needed.

Task Analysis Recording Sheet (using tools appropriately given various math problems to solve)

FLP Teacher Instructional Coach

Darian will select and use appropriate operations such as addition, subtraction, multiplication and division to solve problems of rational numbers, and perform calculations on whole numbers, fractions, decimals, percents and integers using paper and pencil, calculators and/or computers.

Teacher will model how to utilize Sketchpad Explorer® on the iPad and Microsoft Math® for homework help and content clarification/practice as needed. Then student will be given a chance to experiement/practice while teacher provides technical feedback as needed.

Task Analysis Recording Sheet (using tools appropriately given various math problems to solve)

FLP Teacher Instructional Coach

Assistive Technology Evaluation

Student Feedback

After having informal conversations with student on multiple occasions throughout the beginning stages

of implementation, it is apparent that the student truly enjoys using the assistive technologies. The

student stated that his favorite technology is the Quicktionary® Pen because “it is really easy to use and

it helps me a lot.” The other assistive technology that seems to be helping him substantially is the

Microsoft Math® software for math help and the Dragon NaturallySpeaking 12 Home® speech-to-text

software for composition of writing pieces.

Observations & Performance Data

Throughout the beginning stages of implementation, the student (and mother) seemed to catch on

quickly to the features of the proposed assistive technologies. When presented with a writing topic or

reading passage, the student was eager to select and use the assistive technology to complete the task.

He seemed to be more confident and was definitely more accurate when completing various tasks (such

as answering reading comprehension questions, responding to writing prompts through coherent and

sequenced written communication, and seeking help on difficult math concepts/problems) when he was

using the assistive technologies. He was also proficient at selecting and using the appropriate assistive

technology to use depending on the task assigned.

Overall Evaluation

With the assistive technologies proposed (especially using the Quicktionary® Pen, Darian continues to

show increasing comprehension growth when asked comprehension verification questions following his

reading of assigned passages. Although he still struggles a bit with organization of writing and revising to

improve clarity of ideas, the assistive technologies provide a source of confidence when writing and

revising. With the use of the assistive technologies like Kidspiration® and Essay Map, Darian has shown

improvement when independently organizing his thoughts before writing. The Dragon

NaturallySpeaking 12 Home® software has also provided Darian a way to talk his ideas into text without

having to worry with the process of transcription, which tended to slow him and his thoughts down prior

to using this software. With math, the calculator has proven to eliminate careless calculation mistakes

when performing basic math problem calculations with rational numbers. Microsoft Math® and

Sketchpad Explorer® on the iPad are also proving to be effective supplemental programs that tend to be

most useful when Darian needs extra individualized instruction before proceeding with an assigned

math problem or topic.