Documents

  • Competencies
  • Benchmarks
  • Indicators

Resources

  • Local Resources
  • Other Resources
  • Department of Education
  • Suggest a Resource

Competencies/Benchmarks

Competency 1: Be knowledgeable about and implement the school district's assistive technology (AT) assessment procedures.
Benchmark 1.1: Implement the district's AT referral procedures.
Indicator 1.1.1: Locate district AT referral plan.

Resources:

Indicator 1.1.2: Know the district’s policy for consent with regard to AT assessment procedures.

Resources:

Indicator 1.1.3: Know parent permission requirements.

Resources:

  • Notice of Procedural Safeguards for Parents of Students with Disabilities (PDF) Document
  • Federal Register - 2006  (PDF) Document

Indicator 1.1.4: Know assessment timeline.

Resources:

  • Quality Indicators for Assessment of AT Needs - Indicator 4 (PDF) Document

Indicator 1.1.5: Follow district implementation plan guidelines.

Resources:

Indicator 1.1.6: Know procedures for developing a district AT referral plan.

Resources:

Benchmark 1.2: Describe the function of the IEP team as related to AT assessment.
Indicator 1.2.1: Identify typical team members in your district.

Resources:

Indicator 1.2.2: Describe team member role.

Resources:

Indicator 1.2.3: Determine assessment timeline.

Resources:

  • Quality Indicators for Assessment of AT Needs - Indicator 4 (PDF) Document
  • WATI Assessment Package , p. 18 - 19, (PDF) Document

Indicator 1.2.4: Describe the collaborative process that ensures that the IEP team effectively consider AT.

Resources:

Indicator 1.2.5: Explain how the decision is made to select a specific device for trial.

Resources:

Indicator 1.2.6: Know how assistive technology is documented in the IEP.

Resources:

  • Duval/ESE/SPP/12-7-05, page 25 (sample) (PDF) Document

Indicator 1.2.7: Describe the process necessary when assistive technology needs are beyond the scope of knowledge of the IEP team.

Resources:

Indicator 1.2.8: Explain the process for developing measurable IEP goals and objectives that include the use of assistive technology in a way that increases student achievement.

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Competency 2: Understand federal and state regulations and policies related to the consideration and implementation of assistive technology in Florida schools.
Benchmark 2.1: Understand the Individuals with Disabilities Education Act (IDEA) directives regarding assistive technology consideration and implementation.
Indicator 2.1.1: Define assistive technology devices and services according to IDEA.

Resources:

  • Florida Statutes and State Board of Education Rules  2006, 1003.575, page 77,  (PDF) Document
  • Education Tech Points: A Framework for Assistive Technology Planning, Introduction, page 2, Gayl Bowser, Penny Reed, Coalition for Assistive Technology in Oregon (CATO), P.O. Box 431, Winchester, OR 97495, or call 541/440-4791 (Located in your Regional Centers and satellite labs) 
  • "Considering the Need for Assistive Technology within the Individual Education Program," AT devices - page 7; AT Services – page 11 (PDF) Document
  • Assistive Technology Definitions (PDF) Document
  • Assistive Technology Devices (PDF) Document
  • Assistive Technology Model Operating Guidelines: For School Districts and IEP Teams. Gayl Bowser, Editor, pg. 14, 2003, (PDF) Document

Indicator 2.1.2: Know under what conditions assistive technology purchased by the district can be used at home.

Resources:

  • The Transfer of Assistive Technology to Home, Other Districts, Other Schools, and Other Agencies, question 12, page 4, (PDF) Document

Indicator 2.1.3: Describe the Local Educational Agency's (LEA) role in maintenance, programming, or replacement of surgically implanted medical devices.

Resources:

  • Meeting the Educational Needs of Students with Cochlear Implants and IDEA 2004, page 6, (PDF) Document

Indicator 2.1.4: Know the AT specialist's role in assessment, for serving and providing equipment when parents place students in private schools.

Resources:

  • Florida Statutes and State Board of Education Rules, 2006, 6A-6.03314, pages 261-262, (PDF) Document
  • Students with Disabilities Enrolled By Their Parents in Private Schools (PDF) Document

Indicator 2.1.5: Describe your district’s collaborative decision-making process that supports systematic consideration of assistive technology during an IEP meeting.

Resources:

  • District Policies and Procedures for the Provision of Specially Designed Instruction and Related Services for Exceptional Students (SP&P) should be located in each district.
  • "Florida Statutes and State Board of Education Rules: Excerpts for Special Programs" (Website) http://www.fldoe.org/ese/pdf/1b-stats.pdf

Benchmark 2.2: Utilize current technical assistance papers (TAP) and Florida Statutes for consideration and implementation of assistive technology in Florida schools.
Indicator 2.2.1: Identify categories of accommodations for the Florida Statewide Assessment Program.

Resources:

  • "The IEP Team's Guide to FCAT Accommodations," pages 13 - 19, (PDF) Document

Indicator 2.2.2: Explain at least two examples of accommodations that fall within each category.

Resources:

  • "The IEP Team's Guide to FCAT Accommodations,", pages 13 – 19, (PDF) Document
  • "Description of FCAT Accommodations," booklet 2003, (PDF) Document

Indicator 2.2.3: Know the definition of unique accommodations.

Resources:

  • "The IEP Team’s Guide to FCAT Accommodations," page 20, (PDF) Document
  • "Accommodations for Students with Disabilities Taking the Florida Comprehensive Assessment Test® (FCAT)," question 6, page 3, (PDF) Document

Indicator 2.2.4: Explain the procedure for applying for unique accommodations.

Resources:

  • "The IEP Team's Guide to FCAT Accommodations," page 31, (PDF) Document
  • Requesting Unique Accommodation on State Assessments for Students with Disabilities (PDF) Document

Indicator 2.2.5: Explain when assistive devices may be used on the FCAT.

Resources:

  • "The IEP Team’s Guide to FCAT Accommodations," page 20, (PDF) Document

Indicator 2.2.6: Identify and explain why some assistive devices cannot be used on the FCAT.

Resources:

  • "Accommodations for Students with Disabilities Taking the Florida Comprehensive Assessment Test® (FCAT)," several questions specific to devices. (Website) http://www.fldoe.org/
    ese/tap-home.asp
  • "The IEP Team's Guide to FCAT Accommodations," 2005, page 23, (PDF) Document

Indicator 2.2.7: Locate assistive technology technical assistance papers produced by the Florida Department of Education.

Resources:

Indicator 2.2.8: Explain your school districts policy in providing assistive technology services to parentally placed private school students, students with IEPs receiving hospital/homebound services, students on 504 plans, students in charter schools with IEPs, struggling general education students without IEPs, children who are three to five years old who are developmentally delayed and in special programs, and limited English proficient students in general education.

Resources:

  • "Accommodations for Students with Disabilities Taking the Florida Comprehensive Assessment Test® (FCAT)," (PDF) Document
  • Florida Statutes, 1002.39 The John M. McKay Scholarships for Students with Disabilities, page 52, (PDF) Document
  • "Students with Disabilities Enrolled by Their Parents in Private Schools"  (PDF) Document
  • Florida Department of Education Technical Assistance Papers (Website) http://www.fldoe.org/ese/tap-home.asp

Benchmark 2.3: Understand the implementation of AT accommodations in the classroom.
Indicator 2.3.1: Understand that there are accommodations which are not allowable on the FCAT but should be used on a daily basis in the classroom.

Resources:

Indicator 2.3.2: Describe the criteria to be considered for a waiver from the FCAT graduation requirement.

Resources:

  • Waiver of FCAT Graduation Requirements for SWD, (PDF) Document
  • "What You Should Know About FCAT Waivers," (DOC) Document

Indicator 2.3.3: Describe information that is available in your district to help parents understand FCAT accommodations.

Resources:

Indicator 2.3.4: Know the procedure for notifying parents when assistive technology is being used that is not allowable on the FCAT.

Resources:

  • "The IEP Team’s Guide to FCAT Accommodations," page 23, (PDF) Document

Competency 3: Select and use appropriate measurement tools, strategies, and activities to assess a student’s assistive technology needs.
Benchmark 3.1: Be knowledgeable about the range of screening and assessment tools.
Indicator 3.1.1: Describe at least one assessment tool for each area being assessed.

Resources:

  • Assessment Tools by Areas of Need for Florida AT Assessment Providers Chart (DOC) Document
  • Assistive Technology Outcomes Measurement (ATOMS) project from University of Milwaukee (Website) http://www.r2d2.uwm.edu/atoms/idata   
  • Assistive Technology Assessment Procedure (PDF) Document
  • AT Implementation and Evaluation Plan, Zabala & Korsten (PDF) Document
  • Georgia Project for Assistive Technology (Website) http://www.gpat.org/Resources Main.htm 
  • Functional Evaluation for Assistive Technology by Marshall H. Raskind & Brian R. Bryant. Psycho-Education Services, 5114 Balcones Woods Drive #307-163, Austin, TX 78759
  • Education Tech Points: A Framework for Assistive Technology Planning, Chapter 4, pages 11 - 13, Gayl Bowser, Penny Reed, Coalition for Assistive Technology in Oregon (CATO), P.O. Box 431, Winchester, OR 97495, or call 541/440-4791 (Located in your Regional Centers and satellite labs)

Indicator 3.1.2: Locate appropriate assessment tools.

Resources:

  • Georgia Project for Assistive Technology - click on "Resource Chart"(Website) http://www.gpat.org/ 
  • List of AT assessment tools available in your district

Indicator 3.1.3: Define the assessment process in AT.

Resources:

Benchmark 3.2: Select the appropriate tools based on individual student needs.
Indicator 3.2.1: Locate assessment tools for a specific need.

Resources:

  • Georgia Project for Assistive Technology - Go to home page and click on "Assistive Technology Resource Chart" (Website) http://www.gpat.org
  • AT Continuum (PDF) Document

Indicator 3.2.2: Identify appropriate assessment tools for measuring specific needs.

Resources:

Indicator 3.2.3: Identify the process for determining individual student needs.

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Indicator 3.2.4: Use the feature match process to determine individual student needs.

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Benchmark 3.3: Implement the assessment process.
Indicator 3.3.1: Administer the appropriate assessment tool.

Resources:

Indicator 3.3.2: Determine the correct environment to administer the assessment.

Resources:

Indicator 3.3.3: Administer assessment tools in a customary environment.

Resources:

  • District policies and procedures
  • Quality Indicators for Assistive Technology Services (QIAT), Revised 2005,UPDATED 2007, Assessment of AT Need - Indicator 3 (PDF) Document

Indicator 3.3.4: Collect data during the assessment process

Resources:

Indicator 3.3.5: Summarize findings and make recommendations

Resources:

  • Quality Indicators for Assistive Technology Services (QIAT), Revised 2005,UPDATED 2007, Assessment of AT Need - Indicator 6 (PDF) Document
  • Functional Evaluation for Assistive Technology (FEAT), Marshall H. Raskind and Brian R. Bryant. Psycho-Education Services, 5114 Balcones Woods Drive #307-163, Austin, TX  78759

Indicator 3.3.6: Explain how data is used to determine the outcome of an equipment trial.

Resources:

  • System Trial Form (PDF) Document
  • "Who Gets What and Why? Measuring Outcomes of Assistive Technology Trials" (PDF) Document

Competency 4: Consider a continuum of assistive technology devices, services, and resources that may be used to address the needs of students.
Benchmark 4.1: Follows procedure for providing equipment as a result of AT assessment.
Indicator 4.1.1: Know the options for borrowing equipment in your district.

Resources:

  • ATEN Loan Library (PDF) Document
  • ATEN Short Term Equipment Loan Form, (PDF) Document
  • Refer to local Policies and Procedures for the Provision of Specially Designed Instruction and Related Services for Exceptional Students (SP&P)
  • Florida Alliance for Assistive Services and Technology (Website) http://www.faast.org/
    ATLoan_000_index.cfm

Indicator 4.1.2: Know the procedures for each option for borrowing equipment in your district.

Resources:

Indicator 4.1.3: Set up equipment for trials.

Resources:

  • AT Consideration Guide for IEP Teams, (PDF) Document

Indicator 4.1.4: Provide technical assistance and training in preparation for equipment trials.

Resources:

  • AT Consideration Guide for IEP Teams, (PDF) Document
  • Zabala Guiding Principles for AT, (PDF) Document

Indicator 4.1.5: Identify the components of a data gathering procedure.

Resources:

  • How Do you Know it? How Can You Show It? Making Assistive Technology Decisions, chapter 10, (Website) http://www.wati.org/products/products.html Penny Reed, Gayl Bowser, Jane Korsten, Wisconsin Assistive Technology Initiative, Polk Library 800 Algoma Blvd., Oshkosh, WI 54901
  • SETT Framework, (PDF) Document

Benchmark 4.2: Implement a continuum of low-tech to high-tech assistive technology tools for a specific learning task.
Indicator 4.2.1: Know the continuum of assistive technology tools for use in curricular activities such as reading, study skills, math, writing, science, and etc.

Resources:

Indicator 4.2.2: Create a rubric for collecting meaningful data during the equipment trial.

Resources:

Indicator 4.2.3: Use the rubric to measure progress being made during equipment trials.

Resources:

  • How Do you Know it? How Can You Show It? Making Assistive Technology Decisions, Examples (Website) http://www.wati.org/products/products.html Penny Reed, Gayl Bowser, Jane Korsten, Wisconsin Assistive Technology Initiative, Polk Library 800 Algoma Blvd., Oshkosh, WI 54901
  • Writing Measurable IEP Goals and Objectives, Part I, page 14, Bateman, Barbara, and Herr, Cynthia, IEP Resources, Attainment Publications, PO Box 930160, Verona, WI  53593, 800-651-0954

Indicator 4.2.4: Interpret equipment trial data.

Resources:

  • How Do you Know it? How Can You Show It? Making Assistive Technology Decisions, chapter 10, (Website) http://www.wati.org/products/products.html  Penny Reed, Gayl Bowser, Jane Korsten, Wisconsin Assistive Technology Initiative, Polk Library, 800 Algoma Blvd., Oshkosh WI 54901

Benchmark 4.3: Utilize the continuum of services and resources available from school-based, district, regional, state, and national levels.
Indicator 4.3.1: Know the continuum of services available from LATS, Regional LATS, Regional Managers, FDLRS Techs, Specialized Centers, DOE, national organizations.

Resources:

Indicator 4.3.2: Identify local vendors and resources they provide.

Resources:

Indicator 4.3.3: Identify the appropriate professional contact (occupational therapist, speech pathologist, physical therapist) for each service.

Resources:

  • Your district's ESE website

Competency 5: Provide leadership and support to professionals, students, and family members/caregivers of the team conducting assistive technology assessment activities.
Benchmark 5.1: Know team-building skills needed to work with the IEP team.
Indicator 5.1.1: Describe the important components of an effective team.

Resources:

  • Education Tech Points: A Framework for Assistive Technology Planning, Chapter 2, pages 4 - 6, Gayl Bowser, Penny Reed, Coalition for Assistive Technology in Oregon (CATO), P.O. Box 431, Winchester, OR 97495, or call 541/440-4791 (Located in your Regional Centers and satellite labs)
  • "Many Ways to Do it Well – AT Teams," (PDF) Document

Indicator 5.1.2: Describe the procedures for consensus decision-making.

Resources:

  • Education Tech Points: A Framework for Assistive Technology Planning, Chapter 2, pages 7 - 9, Gayl Bowser, Penny Reed, Coalition for Assistive Technology in Oregon (CATO), P.O. Box 431, Winchester, OR 97495, or call 541/440-4791 (Located in your Regional Centers and satellite labs)
  • "Many Ways to Do it Well – AT Teams," (PDF) Document

Indicator 5.1.3: Use a framework such as the Student Environment Task and Tools (SETT) to lead the IEP team.

Resources:

Indicator 5.1.4: Explain the feature match process as an appropriate strategy for determining selection of AT tools to be used during equipment trial.

Resources:

Benchmark 5.2: Identify and collaborate with providers in the assistive technology assessment process.
Indicator 5.2.1: Explain the rationale of using a collaboratively developed AT plan.

Resources:

  • “Many Ways to Do It Well - AT Teams,” page 53, (PDF) Document
  • Education Tech Points: A Framework for Assistive Technology Planning, chapter 2, (Website) http://www.otap-oregon.org/Portals/7
    /media/pdf/edTechPoints.pdf      Gayl Bowser, Penny Reed, Coalition for Assistive Technology in Oregon (CATO), P.O. Box 431, Winchester, OR 97495, or call 541/440-4791
  • Quality Indicators for Assistive Technology - Assessment of AT Needs – Indicator  2, (PDF) Document

Indicator 5.2.2: Develop a written action plan that provides detailed information to determine how AT will be used in an educational setting.

Resources:

  • Quality Indicators for Assistive Technology – AT Implementation - Indicator 1, (PDF) Document

Competency 6: Lead the assessment teams in understanding what the student needs are relative to his/her abilities, educational goals, and environmental factors that relate to the selection and delivery of assistive technology devices and services.
Benchmark 6.1: Lead the assessment team in clarification of findings.
Indicator 6.1.1: Identify resources needed to help team clarify.

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Indicator 6.1.2: Explain the continuum of low-tech to high-tech AT tools.

Resources:

Indicator 6.1.3: Explain the assessment process as related to assessment findings.

Resources:

  • An Overview of Education Tech Points for Assistive Technology Planning (PDF) Document

Benchmark 6.2: Facilitate the discussion of abilities, goals, and environmental factors.
Indicator 6.2.1: Identify the techniques that provide a climate for discussion.

Resources:

Indicator 6.2.2: Identify resources that can be used to provide an understanding of abilities, goals and environmental factors.

Resources:

  • SETT Framework, Zabala, (PDF) Document
  • District Policies and Procedures
  • SETTing the Stage for Success (PDF) Document

Indicator 6.2.3: Describe the ground rules for discussion in a team meeting.

Resources:

  • Education Tech Points: A Framework for Assistive Technology Planning, Chapter 2, pages 9 - 11, Gayl Bowser, Penny Reed, Coalition for Assistive Technology in Oregon (CATO), P.O. Box 431, Winchester, OR 97495, or call 541/440-4791 (Located in your Regional Centers and satellite labs)

Indicator 6.2.4: Describe the differences between dialogue and debate.

Resources:

  • Dialog vs. debate adapted from a paper prepared by Shelley Berman, which was based on discussions of the dialogue group of the Boston Chapter of Educators for Social Responsibility (ESR) (Website) http://www.nald.ca/clr/study/scdvd.htm

Indicator 6.2.5: Explain the rational for providing opportunity for student self-advocacy.

Resources:

  • Transition Planning for Students with Disabilities: A Guide for Families (PDF) Document
  • "Hey, Can I Try That?" - p. 5-6 (PDF) Document

Indicator 6.2.6: Provide an opportunity for the student to give input based on system trials.

Resources:

  • Hey, Can I Try That?, page 14, (PDF) Document

Competency 7: Interpret and present the results of assistive technology assessments to the IEP teams in a way that supports effective decision-making based on the student, the educational program, and data gathered during the assessment process.
Benchmark 7.1: Interpret results of the assistive technology assessment to the IEP team using non-technical language.
Indicator 7.1.1: Provide guidance to the IEP team for documenting AT needs in the IEP.

Resources:

Indicator 7.1.2: Guide the IEP team through determining how to measure student preference and productivity.

Resources:

  • A Brief Introduction to the SETT Framework, (PDF) Document
  • Ten Things Everyone Needs to Know About Assistive Technology in 2006, (PDF) Document

Indicator 7.1.3: Show the IEP team how to develop rubrics for collecting data to determine effectiveness.

Resources:

Indicator 7.1.4: Provide clear recommendations to guide the IEP team in selection, acquisition, and use.

Resources:

  • How Do you Know it? How Can You Show It? Making Assistive Technology Decisions, chapter 9-10, page 45 - 54 (Website) http://www.wati.org/products/
    products.html      Penny Reed, Gayl Bowser, Jane Korsten, Wisconsin Assistive Technology Initiative, Polk Library, 800 Algoma Blvd., Oshkosh WI 54901

Indicator 7.1.5: Collaborate on integration of technology across the curriculum.

Resources:

  • Education Tech Points: A Framework for Assistive Technology Planning, Chapter 6, Gayl Bowser, Penny Reed, Coalition for Assistive Technology in Oregon (CATO), P.O. Box 431, Winchester, OR 97495, or call 541/440-4791 (Located in your Regional Centers and satellite labs)

Benchmark 7.2: Clarify pertinent assessment information for effective decision-making.
Indicator 7.2.1: Explain funding options for obtaining AT tools.

Resources:

Indicator 7.2.2: Discuss a student’s needs advocacy.

Resources:

  • Self-Determination and Self-Advocacy - What Technology Specialists Need to Know, (PDF) Document
  • The Self-Determination of Youth with Disabilities (PDF) Document
  • Hey, Can I Try That? (PDF) Document

Indicator 7.2.3: Explain how recommendations from the assessment support student achievement and progress in the general curriculum.

Resources:

Indicator 7.2.4: Describe the effectiveness of assessment recommendations across environments.

Resources:

  • Quality Indicators for Assistive Technology Services (QIAT). Research-Based Revisions, 2005/IDEA Updates, 2007, Evaluation of Effectiveness, Indicator 4 (PDF) Document
  • SETT and ReSett - Concept for AT Implementation (PDF) Document
  • SETTing Up Staff and Supporters to Support Student Achievement (PDF) Document

Indicator 7.2.5: Explain the importance of ongoing assessment to the changing needs of the student.

Resources:

  • Quality Indicators for Assistive Technology Services (QIAT). Research-Based Revisions, 2005/IDEA Updates, 2007, Evaluation of Effectiveness, Indicator 7 (PDF) Document

Competency 8: Explain the strengths and challenges of specific assistive technology devices and services and the factors that may affect their use.
Benchmark 8.1: Offer options for professional development training.
Indicator 8.1.1: Offer options such as professional development and training for parents.

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Indicator 8.1.2: Devise strategies to obtain administrative support.

Resources:

Indicator 8.1.3: List transition options as described in the Florida Department of Education Technical Assistance Paper FY 2006-5: Transitioning Assistive Technology Assigned to Graduating Students.

Resources:

  • National Center on Transition and Education (Website) http://www.ncset.org
  • Transitioning Assistive Technology Assigned to Graduating Students, page 7, (PDF) Document

Indicator 8.1.4: Collaboratively develop an action plan.

Resources:

  • Education Tech Points: A Framework for Assistive Technology Planning, Chapter 6, 7 & 8, Gayl Bowser, Penny Reed, Coalition for Assistive Technology in Oregon (CATO), P.O. Box 431, Winchester, OR 97495, or call 541/440-4791 (Located in your Regional Centers and satellite labs)

Indicator 8.1.5: Plan for management and maintenance of equipment.

Resources:

Indicator 8.1.6: Discuss adjustments based on performance data.

Resources:

  • How Do you Know it? How Can You Show It? Making Assistive Technology Decisions, chapter 12, page 67, (Website) http://www.wati.org/products/
    products.html     Penny Reed, Gayl Bowser, Jane Korsten, Wisconsin Assistive Technology Initiative, Polk Library, 800 Algoma Blvd., Oshkosh, WI 54901

Benchmark 8.2: Discuss the challenges and barriers that effect assistive technology use.
Indicator 8.2.1: Explore educational and social consequences related to barriers.

Resources:

Indicator 8.2.2: Know the barriers related to effective use.

Resources:

Indicator 8.2.3: Discuss reasons for lack of AT use.

Resources:

Indicator 8.2.4: Generate possible solutions to defined challenges and barriers.

Resources:

Competency 9: Collaborate with those in charge of implementing the IEP to formulate and initiate a plan using assistive technology to support the educational achievement of the students.
Benchmark 9.1: Design an action plan for assistive technology use.
Indicator 9.1.1: Explain strategies for integrating AT into the curriculum.

Resources:

  • Georgia Project for Assistive Technology - Go to home page and click on "Assistive Technology Resource Chart" (Website) http://www.gpat.org
  • Making It Work, Section 5: Develop AT Implementation Plan/Description, Rationale, and Guidelines (PDF) Document
  • Making It Work, Section 6: Adopt Lessons for Technology Integration (PDF) Document
  • Education Tech Points: A Framework for Assistive Technology Planning, Chapter  7 Gayl Bowser, Penny Reed, Coalition for Assistive Technology in Oregon (CATO), P.O. Box 431, Winchester, OR 97495, or call 541/440-4791 (Located in your Regional Centers and satellite labs)

Indicator 9.1.2: Describe the characteristics of a model AT plan.

Resources:

  • Education Tech Points: A Framework for Assistive Technology Planning, Chapter  7 & 9, Gayl Bowser, Penny Reed, Coalition for Assistive Technology in Oregon (CATO), P.O. Box 431, Winchester, OR 97495, or call 541/440-4791 (Located in your Regional Centers and satellite labs)
  • Quality Indicators for Assistive Technology Services (QIAT). Revised 2005, updated 2007, AT Implementation, Indicator 1, (PDF) Document

Indicator 9.1.3: Inform multidisciplinary team members of their roles and responsibilities and monitor follow through.

Resources:

  • Assistive Technology Teams: Many Ways to Do It Well, page 40 3C89, (PDF) Document

Benchmark 9.2: Describe a data collection plan for assistive technology use.
Indicator 9.2.1: Explain the process for ongoing data collection and analysis to determine if the plan is still effective in meeting the student’s IEP goals.

Resources:

  • "How Do you Know it? How Can You Show It? Making Assistive Technology Decisions", pg. 19 – 22 and pg. 67 (Website) http://www.wati.org/products/products.html Penny Reed, Gayl Bowser, Jane Korsten, Wisconsin Assistive Technology Initiative, Polk Library 800 Algoma Blvd, Oshkosh WI 54901

Indicator 9.2.2: Explain how the team makes necessary changes and modifications.

Resources:

  • QIAT Revised2005+UPDATED+2007, Evaluation of Effectiveness, Indicator 3. (PDF) Document

Indicator 9.2.3: Utilize procedures for evaluation of the effectiveness of the assistive technology plan.

Resources:

  • QIAT Revised2005+UPDATED+2007, Evaluation of Effectiveness, Indicators 5 & 6. (PDF) Document
  • Guiding Questions for Implementation and Evaluation of Effectiveness. (PDF) Document