Electronic Portfolio - Entry 5.10/Assistive Technology Planning and Consideration Project
Standard C: Program Planning, Developmentally Appropriate Instruction, Progress Evaluation, and Program Effectiveness Monitoring
Introduction (10 pts.)
Step 1. Set the stage write a description of the IEP Team (Special Education Teacher, General Education Teacher(s), Parent, Student, & Psychologist)
Step 2. Write up a description of the student. Include general background information, the initial referral reason, age, grade, assessment results, special education classification and any other relevant educational information.
Step 3. From your case study complete these three forms.
- Student, Environment, and Tasks Worksheet- filled out by members of the team.
- Parent Worksheet
- Student Worksheet
II. The “S” in SETT/Description of subject (10 pts.).
Step 4. Complete the “Student” section of the SETT Framework in your packet, based on the first three forms you completed. Write a summary paragraph for part II of this report. Include strengths, areas of need, abilities, accomplishments, motivators, strategies that have been successful, behavior that may impact performance, and a long range transition goal.
III. The “E” in SETT/Descriptions of Environments (10 pts.).
Step 5. Complete the “Environments” section of the SETT Framework form in your packet, based on the first three forms. Write a summary paragraph for part III of this report. Provide the student teacher ratio describe the physical and instructional arrangement, available materials, supports, and resources. Include potential barriers in the environment, physical, attitudinal (staff, student and parent), and political.
IV. The “T” in SETT/Tasks student must engage in (10 pts.)
Step 6. Complete the “Tasks” section of the SETT Framework form in your packet, based on the first three forms. Write a summary paragraph for part IV of this report. Describe the “environmental demand” (i.e. that which the student can’t meet because of his/her disability) placed on the student in the target environment, but can’t do because of his/her disability. Include a measurable objective of what the student is expected to do. Note: a measurable objective has four parts: condition; learner; target behavior; and, criterion.
V. The “T” in SETT/Tools that might be helpful (No tech, Lo tech to Hi tech) (10 pts.)
Step 7. Complete the “Tools” section of the SETT Framework form in your packet, based on the first three forms. Also, complete the “Status Log” form. Write a summary paragraph for part V of this report. List what has been tried and what is currently being used if anything. Provide a list of a continuum of alternative solutions, from “no-tech” to “high-tech”. Clearly identify one proposed solution for intervention and provide the rationale for its selection.
VI. AT Trial Description and Results/Data Collection (Describe the data, present the facts, no interpretations) (20 pts.)
Step 8. Complete the “Planning and Implementation Summary Form”. Write a summary paragraph for part VI of this report. Describe your trial method, the purpose of the trial, the objective (include: condition, learner, target behavior, and criterion), data collection procedure, and data/results. After the trial period (your fictional account) complete the “Extended Consideration Log” form.
VII. Discussion (15 pts.)
A. Write a conclusion based on the result from part VI regarding the need for Assistive Technology for this student and their IEP. Please include student’s personal perceptions towards the device/services and intervention plan.
B. Provide recommended steps that should be taken next with the device.
C. Provide recommendations regarding how the AT device trial process might have been improved.
* Professional Quality (15 pts.)
Spelling, grammar, neatness/format, double spaced, and use of subheadings
Completed forms attached to the project include:
- Student, Environment, and Tasks Worksheet-filled out by members of the team.
- Parent Worksheet
- Student Worksheet
- Assistive Technology Status Log
- Planning and Implementation Summary
- Extended Assessment Log (Include data)
- SETT Framework
- AT Evaluation Report Checklist to self evaluate your report for completeness.
The emphasis on evaluating the report will be upon a concise and clear presentation, not upon length or results. It is far more important to conduct a properly conceived, controlled, and empirically based consideration process than to write a lengthy report.
The report must be typed in 12-point font, written in third person (do not use “I, me, my” etc. You can refer to yourself as the case manager. Use the outline provided above.
There is a group component to this project. Work in a group of four students. Discuss the case study and run the same trial intervention. You must fill in the SETT forms independently (except the SETT Framework form-use this as a group planning form) and you MUST write your own summary report. Each student will turn in their own summary report in their own words with the appropriate SETT forms. Associated with the 50-point project is a 10-point presentation. A smooth and professional presentation will be expected. Your goal for the group presentation will be to simulate an IEP meeting focusing on the AT consideration process. Each member of the group will role play a different IEP team member. The team members will be data-based in their decision making, using scientific evidence as the basis of their decisions. You will have 20 minutes for the presentation. In addition, you must complete and turn in the Peer Review Form with your project to evaluate the performance of your teammates. Finally, each student must turn in their own project, complete with the case study, narrative outline, the appropriate forms and their group evaluation form (Peer Review Form).
* See syllabus for additional requirements.
AT Consideration Scoring Rubric/SPED 415/515
Name: _________________________ Portfolio Score:_____
I. Introduction 10
- general background information
- initial referral reason
- assessment data & results
- special education classification
- other relevant educational information
II. The “S” in SETT/Description of Subject 10
- strengths, areas of need, abilities, accomplishments/motivators, strategies that have been successful, behavior that may impact performance, long range transition goal
III. The “E” in SETT/Descriptions of Environments 10
- student teacher ratio, describe the physical, instructional arrangement, available materials, supports, and resources, potential barriers in the environment (physical, attitudinal [staff, student and parent], political)
IV. The “T” in SETT/Tasks in which the student must engage 10
- environmental demand” (i.e. that which the student can’t meet because of his/her disability)
- measurable objective (condition, learner, target behavior & criteria
V. The “T” in SETT/Tools that might be helpful-No Tech, Lo Tech, Mid Tech & Hi Tech 10
- what has been tried, what is currently being used if anything, continuum of alternative solutions
- one proposed solution
VI. The AT Trial-Description and Results/Data Collection (Describe the data, present the facts, no
- purpose of trial method, data collection procedure, data/results (no conclusions or interpretations) VII. Discussion 15
- conclusion base on need for AT for FAPE/IEP
- Provide recommended steps that should be taken next with the device (be specific).
- Provide recommendations regarding how the AT device trial process might have been improved (this does not include lengthening the trial or trying another device).
- clarity, spelling, grammar, neatness, double space, use of subheadings, style-third person and overall
- Smooth professional presentation, PowerPoint, data-based decision making
Total Points 110
Peer Review Form
Team__________ Evaluator___________________ Date___________
Directions: List the names of your group members (all but your own) in the column labeled “Evaluatees”. Rate each group member on a scale of 1-10 for the three characteristics listed (reliability, knowledge and professionalism), then provide some brief comments about working with this student. Rating a peer with a “1” indicates the student never displayed the characteristic and a “10” indicates the student always displayed the characteristic.
Attendance at group meetings
Being on time
Focus on the job
Attention to detail
Student demonstrated mastery of the material
Student contributed substantive answers
Student cooperated with group members (e.g. listening, turn taking and accepting others contributions)
Student exhibited a positive