The Road to AT:

1. The Road to AT: The TAP as Your Map Presented by: Caitlin DiCristofalo Lenore Remley Kristin Hope

2. AGENDA: AT Laws: Review of the 2013 TAP SETT Framework Referral Form: Step-by-step Q & A

3. A: Introduction The TAP will help individual educational plan (IEP) teams: •Consider assistive technologies •Assist students in the selection, acquisition and use of assistive technologies •Understand timelines regarding some assistive technology services •Identify resources to support the use of assistive technologies to ensure the provision of a free appropriate public education (FAPE) •Understand transition of assistive technology

4. B: 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. B: Definitions • Services: • “any service that directly assists a child with a disability in the selection, acquisition or use of an assistive technology device.”

6. B: 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)

7. B: 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.”

8. What is an example of an AT device or service?

9. C: IEP Considerations • What is it we want the student to be able to do within the student’s education program (writing, reading, communicating, seeing, hearing) that the student is not able to do because of the disability? • Is the student currently able to complete tasks with special strategies or accommodations? • Is there assistive technology (e.g. devices, tools, hardware or software) currently being used to address this task? • Would assistive technology help the student perform this skill more easily or efficiently, perform it in the least restrictive environment or perform it successfully with less personal assistance?

10. C: IEP Considerations 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.”

11. C: 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. Keep this in mind when requesting an AT Evaluation! The AT Team will contact the team members to make sure one of them is present for the eval appointment!

12. C: IEP Considerations • Q: Who can conduct an AT Evaluation? • A: The student and the IEP Team!

13. C: IEP Considerations • Additional support can be provided by: • Additional persons with personal knowledge of the student • One or more persons knowledgeable in the area of curriculum • One or more persons knowledgeable in the area of language • One or more persons knowledgeable in the area of motor skills • This is NOT an exhaustive list!

14. C: IEP Considerations • All instructional personnel and related service providers who work with students with disabilities, including general education teachers, should have at least an awareness of what assistive technology is and what it does. • All administrators should have an understanding of the laws and rules related to assistive technology • District technology plans should include the provision and support of assistive technologies.

15. C: 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 or Accommodations for State- and District-wide Assessments

16. C: 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

17. Who must be involved with an AT Evaluation? Where can the AT be documented on the IEP?

18. D: Selecting AT • Whenever feasible, the student selects the assistive technology in conjunction with members of the IEP team. • IEP teams, which may include the student, make final decisions based on the evaluations from team members. • The team may make the decision to involve professionals with expertise in assistive technology, who are not on the IEP team • Parents are equal members of the IEP team

19. D: Selecting AT • The assistive technology evaluation must be conducted within the student’s customary environment • 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

20. D: Selecting AT • If the IEP team cannot come to consensus regarding an assistive technology device or service, what should occur? • inform the parents of the district’s proposals or refusals, or both, regarding the student’s IEP • provide the parents with a written copy of the IEP that includes not only those items upon which the parents and district agree, but also those items the district proposes as essential for the provision of FAPE • provide a notice of refusal regarding the student’s IEP and those items the district does not consider essential for the provision of FAPE (Rule 6A-6.0331(3)(b)3., F.A.C.) • advise the parents that they have a right to seek resolution of any disagreements through processes such as requesting formal mediation or initiating an impartial due process hearing

21. Who ultimately makes the decision about a student’s AT? Where must the AT Evaluation take place?

22. E: Funding AT If a student with a disability who is eligible under IDEA requires assistive technology in order to receive FAPE, the school must provide the appropriate assistive technology devices and services at no cost to the parents (34 CFR §300.154 and Rule 6A-6.03028(3)(q), F.A.C.).

23. E: Funding AT • Districts may use any of the following funds to purchase assistive technology devices and services: • State education funds • District education funds • Federal funds provided under IDEA for eligible students with disabilities • Other available sources, such as donations, private insurance and Medicaid

24. E: Funding AT • The school district is responsible for providing AT to a student who has a 504 plan. The funds come from the school district’s general budget and would be used to provide the device, training needed to use the device, repairs and maintenance. • It’s possible that the district may be responsible for providing AT services for a student with disabilities enrolled in a private school: http://info.fldoe.org/docushare/dsweb/Get/Document-6084/dps-2011-23.pdf.

25. E: Funding AT • The district CANNOT decline AT due to lack of funds • The family CANNOT be required to use private insurance to purchase AT items • Medicaid funds CAN be used to purchase AT items

26. E: Funding AT • Currently, Hernando County does not have a Bring Your Own Device (BYOD) policy. • However, we should have one in place by next school year. • Parents CAN purchase a device for a student’s use, BUT the district MAY BE responsible for training, maintenance, and repair

27. E: Funding AT • The district is required to provide AT to students on a 504 plan if necessary to fully participate in school activities • Funding for 504 students comes from the general budget (not IDEA funds), and Student Services is responsible for acquiring the equipment • The district is responsible for training, maintenance, and repair

28. Can 504 students get AT? Who is ultimately responsible for a device?

29. F: Implementing AT • Anyone with whom the student may use the device should receive information and training on the AT device/strategies: • Parents • Bus staff • Paraprofessionals • Lunchroom staff • Relevant peers • Other appropriate people • Document training needed on the IEP!

30. F: Implementing AT • Training and technical assistance should include, but not be limited to, providing information and training about: • The explicit function/purpose the device/software serves for the student and how it works • Programming and setting up the device/software • Recognizing and fixing minor problems • Integrating the device/software into the student’s life at home • Integrating the device/software into the student’s education goals and objectives • Maintenance of the device/software • Resources within the local community for repair services

31. F: Implementing AT If the student does not use the AT after it has been purchased, the IEP Team should return to the process of considering AT and determine if different AT is required

32. Who needs to know how to use a student’s AT device?

33. G: Use of Technology Outside the School Setting • The student MAY be able to use the device at home • The student MAY be able to take the device home over the summer • The parent is NOT responsible if the device is damaged or lost • The student may not necessarily use the same device for their entire school career

34. If the device is lost or damaged, is the parent or student responsible for replacement or repair?

35. H: Transition of AT • An interagency agreement is required to ensure the proper transition of assistive technology devices. • If assistive technology is required in the IEP, it must be provided at the new school. The same device does not need to necessarily follow the student, but since students often profit from continued use of the same device, this transfer of assistive devices from school to school is encouraged.

36. H: Transition of AT • Agencies or districts can make equipment available for use in other districts. While assistive technology purchased by the district is the property of the district, transfer of dedicated assistive technology to other districts is encouraged. • Transition planning must begin by age 14 or eighth grade, whichever occurs first. The IEP should include a statement of assistive technology needed under transition services, including a statement indicating agency responsibilities and linkages, if appropriate. • It remains the school district’s responsibility to provide a plan for the transition of assistive technology as the student prepares for postsecondary education, vocational placement, independent living and community experiences.

37. H: Transition of AT • Upon parental or student request, the district may transfer assistive technology to the postsecondary setting. The transfer must follow the appropriate interagency agreement procedures. • Training on self-determination and self-advocacy is intended to assist the student in acquiring these skills. The student should also have a complete understanding of the assistive technology services needed and be prepared to use the technology as independently as possible.

38. Can a student take a device with them if they move out of the district? Can a student take a device with them if they graduate?

39. Hernando CountyAT Procedures

40. Hernando County AT Procedures • During the IEP Team Meeting, AT has to be considered. • If the IEP Team decides some AT is needed to meet IEP goals, use the SETT Framework and AT Consideration Wheel, as well as any other resources (request an AT Team consult, only if needed). • Implement AT trials, DOCUMENT results (AT 5-Week Tracking Form or HCSB System Trial Form may be used). • If the AT is successful, include it in the IEP. The documentation is considered to be the AT evaluation. • If the AT is NOT successful, complete the AT Referral Form and request an AT Observation or AT Evaluation.

41. Hernando County AT Procedures • AT for communication • It is highly recommended that when a student is being introduced to a communication system/strategy for the first time, that they begin with manual visual supports, e.g. communication flip book, Velcro communication board, Now/Next board. • After the student has become familiar with the manual communication method, and had a chance to understand language rules, higher tech methods may be considered, i.e. Speech Generating Device. • FDOE highly recommends ALL students have a communication system in place by kindergarten so that they are prepared to use a system for 3rd grade testing.

42. AT in Hernando County • 4 Levels of AT Support: Email or phone call Fill out AT Referral Form and check off “Observation only” Obtain parental consent at IEP meeting and fill out AT Referral Form Email or phone call

43. What do you need to request an AT Evaluation? What should be implemented before a Speech-Generating Device is considered for a student?

44. SETT Framework Overview • The SETT is an AT screening tool developed by Joy Zabala, PhD., that should be utilized by the IEP Team (preferably at the IEP Meeting) • What sort of data should the multidisciplinary team gather to aid in the decision-making process? • information about the Student, the Environment, the Tasks, and the Tools.

45. SETT Framework Overview • The STUDENT • What does the Student need to do? • What are the Student's special needs? • What are the Student's current abilities?

46. SETT Framework Overview • The ENVIRONMENT • What materials and equipment are currently available in the environment? • What is the physical arrangement? Are there special concerns? • What is the instructional arrangement? Are there likely to be changes? • What supports are available to the student? • What resources are available to the people supporting the student?

47. SETT Framework Overview • The TASKS (Be as specific as possible) • What naturally occurring activities take place in the environment? • What is everyone else doing? • What activities support the student’s curricular goals? • What are the critical elements of the activities? • How might the activities be modified to accommodate the student’s special needs? • How might AT support the student’s active participation in those activities?

48. SETT Framework Overview The TOOLS • What no tech, low tech, and high tech options should be considered when developing a system for a student with these needs and abilities doing these tasks in these environments? • What strategies might be used to invite increased student performance? • How might these tools be tried out with the student in the customary environments in which they will be used?

49. SETT Framework Forms

50. What are the four components of the SETT?