CREATING A DISTRICT-WIDE

ASSISTIVE TECHNOLOGY (AT)

ADVISORY AND

ASSESSMENT TEAM

Presented by Dianne Holcomb

and Donna Mawhorter

CUE Conference, March 2014

Session 8

RATIO

NA

LE:

Many districts are rather

abruptly receiving multiple

requests for iPads and other AT

devices for individual students,

without clear district

guidelines for determining AT

needs and how these AT

devices would be provided and

managed. A district-wide AT team can be

an invaluable district tool in

developing the policies and

practices of AT implementation, as well as

management of AT assessment.

OB

JEC

TIV

ES:

Outline steps to consider when

developing a district-level team

to provide guidance and

assessment for AT implementationGuide participants to:

Determine own district’s AT needs

and priorities

Promote safe and sound practices

and policies for AT use

Create District AT team

Determine AT assessment criteria

Assemble AT assessment toolkit

Coordinate and manage resources

for staff and students

Provide training for district staff

and students

DETER

MIN

E

DIS

TR

ICT’S

AT

NEED

S/P

RIO

RIT

IES

Cost analysis?Program analysis?Individual needs?

CR

EATE

DIS

TR

ICT A

T T

EA

M

Appoint, Invite, and/or Enlist?

Compensation? (i.e. “comp” time,

pay, equipment, experience)

Commitment? (i.e. term,

frequency, depth)Team Goals: Develop pre-referral procedures

Develop referral procedures

Identify and procure items for

assessment toolkit Assignment of assessment cases

Representation at IEP meetings

Create assessment report template

Train district staff on new

procedures Determine next steps

PR

OM

OTE

SA

FE A

ND

SO

UN

D

PRA

CTIC

ES A

ND

PO

LIC

IES F

OR

AT

USE

Internet use?Camera/Video?Restrictions?Multitasking gestures?Home use?Protective equipment?

Permissions?

DETER

MIN

E A

T

ASSESSM

EN

T

CR

ITER

IA

When should a student be referred for

AT assessment?What steps should be

taken prior to AT assessment?Who should be

involved in the AT assessment?

SAMPLEAT/AAC Assessment Pre-Referral/Referral ProcessAssistive Technology (AT) STEP 1: Provide Pre-Referral Interventions When considering AT implementation, what questions should we ask ourselves as an IEP team? What are the areas of need? What problem needs to be solved? How is this problem impacting educational performance? What types of interventions are currently in use? What other types of AT are currently available to the student

which may meet his/her needs?

The Etiwanda School District Assistive Technology Pre-Referral Checklist should be completed to facilitate this discussion and guide interventions.If adequate progress is not achieved through full implementation of the AT Pre-Referral Checklist strategies and current specialized services, continue to Step 2. 

SAMPLESTEP 2: Determine if an AT Assessment is Needed

How do I know when an AT assessment referral is appropriate? Does the student require additional tools in order to achieve

his/her IEP goals? Are the tools which are necessary to the student beyond what

are currently available to him/her?If the answer to one or both questions is “no,” an AT assessment is not warranted. If the answer to both questions is “yes,” then it is time to make a referral for AT assessment. Continue to Step 3.

SAMPLESTEP 3: Submit a Referral for AT Assessment

Must include: ESD AT Pre-Referral Checklist, including answers to all of the

questions above The following SEIS pages:

o Referral for Special Education and Related Serviceso Signed Assessment Plan

“Other” box checkedEvaluation Area: AT Assessment,Examiner Title: AT/AAC Staff

o Prior Written NoticeUnder “Reason for proposed action,” indicate what problem is hoped to be resolved through AT.

Copy of most recent signed IEP Copy of most recent assessments

Be prepared to be involved in the AT assessment, as it requires a team effort. 

SAMPLE

Alternative Augmentative Communication (AAC)STEP 1: Provide Pre-Referral Interventions When a student is already receiving Speech/Language services but is not yet able to effectively communicate his/her needs, what questions should we ask ourselves as an IEP team? How does the child currently communicate? What aspect of communication is most challenging to this

student? What problem needs to be solved? How is this problem impacting educational performance? What types of interventions are currently in use? What other types of communication supports are currently

available to the student which may meet his/her needs?

The Etiwanda School District Alternative Augmentative Communication Pre-Referral Checklist should be completed to facilitate this discussion and guide interventions.

If adequate progress is not achieved through full implementation of the AAC Pre-Referral Checklist strategies and current specialized services, continue to Step 2.

SAMPLESTEP 2: Determine if an AAC Assessment is Needed

How do I know when an AAC assessment referral is appropriate? Does the student require additional communication tools in

order to achieve his/her IEP goals? Are the tools which are necessary to the student beyond what

are currently available to him/her?

If the answer to one or both questions is “no,” an AAC assessment is not warranted.

If the answer to both questions is “yes,” then it is time to make a referral for AAC assessment. Continue to Step 3.

SAMPLE

STEP 3: Submit a Referral for AAC Assessment

Must include: ESD AAC Pre-Referral Checklist, including answers to all of

the questions above The following SEIS pages:

o Referral for Special Education and Related Serviceso Signed Assessment Plan

“Other” box checkedEvaluation Area: AAC Assessment,Examiner Title: AT/AAC Staff

o Prior Written NoticeUnder “Reason for proposed action,” indicate what problem is hoped to be resolved through an AAC device

Copy of most recent IEP Copy of most recent assessments

Be prepared to be involved in the AAC assessment, as it requires a team effort.

ASSEM

BLE

AT A

SSESSM

EN

T

TO

OLK

IT

Consider: Hardware and protective

cases Software Range of Hi-tech to Low-

tech Storage and access

Number of toolkits needed

Note that the limits of

your toolkit will limit

potential recommendations

CO

OR

DIN

ATE

AN

D M

AN

AG

E

RESO

URC

ES F

OR

STA

FF A

ND

STU

DEN

TS

Tracking of equipment

ordersManagement of inventoryManagement of staff

time for assessments,

training, and follow-up:

Full-time vs. part-time

Following timelinesDocumentation of resources provided within IEP

PR

OV

IDE

TRA

ININ

G F

OR

D

ISTR

ICT S

TAFF

A

ND

STU

DEN

TS

Consistent AT policies Redefining AT to include a

wide range of tools Level of need considered,

discussed, and documented

at all IEPs Implementation and

documentation of pre-referral

strategiesOnce is not enough (for

staff or students)Anticipate the need for

follow-up and on-going

support

HI-TECHComputer •

Electronic tablet • Electric wheelchair •

Portable word processor • Text to speech • Speech to text •

Alternative Augmentative Communication (AAC) device • Mouse alternative • Smart board •

Alerting device • Keyboard alternative

MID-TECHElectrical device • Screen magnifier • Audio book • Text

telephone• Adapted CD player • Voice amplification system • Scooter

• Gaittrainer • Braille translation software • Switch adapted game

or toy • Adapted switch • Adapted TV remote • Adapted chair

or table • Adapted keyboard • Calculator • Electronic speller •

Wordprediction software • Manual wheelchair

SAMPLE

LOW-TECHGraphic organizer • Visual schedule • Adaptive pencil/writing utensil (i.e. weighted, fat, skinny,triangular, golf, etc) • Adaptive paper (i.e. graph, special spacing or texture, HWT, etc.) • Pencil

grip •Adaptive eraser • Number line • Multiplication chart • White board • White board with place

value •White board with grids • Slant board • Post-It • Highlighter •Modified file folder • Rubber stamps

(forspelling or writing) • Rug lock (for book stability) • Squishy ball (fidget) • Tactile ruler • Velcro •

Pageprotector or Colored transparency • Magnetic strips (to create magnetic numbers, letters,

words, etc. asmanipulatives) • Magnetic picture frame (for home reminder of target, goal, or concept) •

Bookmarkwith open transparent center for reading guide • Binder clip (for grip for turning pages) • Jumbo

ruler(for enlarged numbers) • Jumbo anything (for magnification) • Any manipulative

Tri-TechTriangle of Assistive Technology

Note: If in doubt as to how a particular device could be used as AT, try googling “___ as assistive technology.”

Questio

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Click icon to add picture

Dianne_Holcomb@etiwanda.org

Donna_Mawhorter@etiwanda.or

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Hop

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ou

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