Teacher Assistant Professional Development Day Understanding and Implementing Assistive Technology H. Trelane Schlenker and Kristen Kasha October 20, 2014

Common Board Configuration Date: 10/20/2014 Benchmarks: Domain 2.2 Planning and Preparing for the Use of Materials and Technology. Bell Ringer : Imagine how technology could solve problems at your school. Essential Question: How can I help students get the full benefit of their AT devices? Common Language: Assistive Technology (AT) Objective: Teacher Assistants will learn about the different types of AT that may be used in the classroom, as well learn strategies for correct implementation. Agenda: I DO Provide information about AT devices. WE DO Explore ways to implement different kinds of AT into our classrooms. YOU DO Reflect on how AT is used at your school. Summarizing Activity: What kinds of AT devices are used at your school? Which devices do you wish you understood more completely? Next Steps: Choose an AT device that you want to know more about, and explore resources about it. Learning Goals: Teacher Assistants will be able to increase student independence and learning by maximizing the benefit from Assistive Technology (AT) devices used in the classroom.

Lake County Schools Vision StatementVision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission StatementMission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

Lake County Schools College and Career Readiness Instructional Framework Key Performance Indicators School Improvement Plan Florida Standards Professional Learning Community FCIMMTSSLESSON STUDY Personalized Learning Desired Student Outcomes Statement of Work ContentCultural Behavior ProcessInterventionsCapacity Building Autonomy of Learning 1.Increase proficiency rates on FLKRS/ECHOES & FAIR (PreK - 2 nd grade) 2.Increase proficiency rates on ELA and Math FL Standards Assessment 3.Increase proficiency rates on FCAT 2.0 Science 4. Increase proficiency rates on EOC’s Algebra 1, Geometry, Biology, Civics and US History 5. Increase participation and performance in rigorous course work (Honors, Advanced Placement, Dual Enrollment and Industry Certification) 6. Increase participation and performance on PERT, SAT and ACT 7. Increase AMO percentages for all subgroups (Achievement Gap) 8. Increase the graduation rate 9. Increase attendance rate 10. Decrease disciplinary infractions The School Improvement Plan (SIP) is the written plan of how we will reach our goals each year. The critical elements include: Organize: Stakeholders plan and assess needs based on data. Plan: Stakeholders set goals and objectives, identify strategies and measures of success. Implement: Implement activities and monitor progress. Sustain: Identify success of current plan, evaluate and adjust to sustain growth. Florida Standards are a set of high- quality academic standards in mathematics and English language arts/literacy (ELA). These standards outline what a student should know and be able to do at the end of each grade. 6 Key Elements for Instruction: 1. Knowledge and Use of Florida Standards 2. Common and Collaborative Planning Time 3. Interdisciplinary Content Integration 4. Frequency of Project-Based Learning 5. Student Collaboration 6. Integrated Technology The guiding principles of Professional Learning Communities (PLC) govern the behavior of our school professionals. The big ideas are: Focus on Learning: All students can learn and we are responsible to ensure learning occurs. Focus on Collaborative Culture: Time is specifically reserved for collaboration on teaching and learning. Focus on Results: Effectiveness is measured by results, not intent. The Florida’s Continuous Improvement Model (FCIM) is a systematic process for planning, teaching, assessing and re- evaluating results. It is the road map that directs our actions.  Plan  Do  Check  Act Multi-Tiered System of Supports is a problem solving model that represents the integration of MTSS for academics and MTSS for behavior into a unified model of service. The basic problem- solving components include: 1. Problem Identification 2. Problem Analysis 3. Intervention Design 4. Response to Instruction/ Intervention Lesson Study provides a structure for teachers to collaboratively plan lessons share, observe, record and analyze data to improve instruction. The key concepts are: 1. Collaborative Planning 2. Lesson Observation by Teachers 3. Data Collection and Analysis Guided by Student Thinking, Learning, Engagement and Behavior 4. Reflection, Refinement and Re-teaching as Necessary Personalized Learning (PL) is a system that cultivates independence and self- governance of learning expectations through the expansion of choice and inclusion of voice in a flexible learning environment. PL Key Elements: 1. Student- directed Learning 2.Learner Profiles and Paths 3. Competency- based Learning 4. Flexible Learning Environments 5. Structures of Accountability, Continuous Improvement and Innovation

21 st Century Skills Tony Wagner, The Global Achievement Gap 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

Bell Ringer Think of the students you know. Are any of them having trouble fully participating in the classroom? What would these students need in order to do so? Discuss in small groups, then share with whole group.

What Is Assistive Technology?

ServicesDevices AssistiveTechnology

What is an Assistive Technology Device? The term “assistive technology device” is defined in Rule 6A (1)(b), Florida Administrative Code (F.A.C.), as “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.

What is Assistive Technology Service? The term “assistive technology service” is defined in Rule 6A (1)(c), F.A.C., as any service that directly assists a child with a disability in the selection, acquisition or use of an assistive technology device.

1. Evaluation of the student’s environment. 2. Purchasing, leasing or otherwise providing for the acquisition of assistive technology devices by students with disabilities. 3. Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing or replacing assistive technology devices. 4. Coordinating and using other therapies, interventions or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs. 5. Training or technical assistance for a student with a disability or, if appropriate, that child’s family. 6. Training or technical assistance for professionals. Services

Summary Of Services We believe the definition is clear that an assistive technology service is any service that helps a student with a disability select an appropriate assistive technology device, obtain the device, or train the student to use the device. (34 CFR 46548)

Range Of Assistive Technology

Low-Tech Mid-Tech High-Tech Ranges

Low-Tech

Mid-Tech

High-Tech

It’s how you use it!

Avoiding “Learned Helplessness” Give the student opportunities for success Make sure tasks are not too difficult or too easy Find activities that are naturally reinforcing

System of Least to Most Prompts

Have Patience Give time to learn and adjust Regularly monitor their progress Regularly reconsider the level of prompts

Don’t Give Up Too Soon!

Patience is a Virtue, But… Minimize time for set-up Minimize time wasted on technical difficulties

How does it fit in to the Classroom? Location, location, location! Independent work time versus group time Minimize social isolation

How does it fit into the Individualized Education Plan? Goals? Accommodations? Services? Supports?

I am not an expert on AT devices… … but I am an expert on my student’s AT devices Ask for the time Ask for the training

Examples of AT in Action Adaptations for Writing Ipads Software Switches

Examples of AT in Action Meet Elle Elle is currently a fluent and successful AT user. What struggles did she, her parents, and the education team have to go through to get to that point?

Examples of AT in Action What do my students need to access this activity?

Resources Technology/Pages/default.aspx Technology/Pages/default.aspx Assistive technology vendor websites

References FCTDvideo. “Assistive Technology in Action - Meet Elle.” YouTube. Retrieved on 10/04/2014 from The IRIS Center for Training Enhancements. (2010). Assistive Technology: An Overview. Retrieved on 10/02/2014 from Reed, P. (Ed). (2003) Designing Environments for Successful Kids. Retrieved on 10/04/2014 from

Ticket Out the Door Think of the AT devices used at your school. Write one of the devices you would like to know more about on a post-it note, and sick it on your desk before you leave. If there is a device an overwhelming number of you want to know more about, we will cover it in our next presentation! For now, you can use one of the websites on the References page to learn more about your chosen AT device.

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