Assistive Technology Implementation Plan

STUDENT INFORMATION
Student Name

Grade

Date of Birth

Ayden McVickers

4th

June 14, 2005

School

Date

AT Plan Review Date

Arnold Mill Elementary School

June 30, 2014

June 30, 2015

POINT OF CONTACT

(Individual assigned to keep the Implementation Plan updated)

Amy Rugg

Teacher

Arnold Mill Elementary

EQUIPMENT
EQUIPMENT AND SOFTWARE TO BE USED

STATUS (e.g., owned by school, will purchase, will borrow, etc)

Laptop

Owned by school

Bookshare

Free

NaturalReader 10

Will purchase

ZenTap

Owned by school

Microsoft Office

Owned by school

IMPLEMENTATION TEAM
NAME (List all individuals who will implement the AT with the student.)

ROLE (e.g., administrator, teacher, family member, service provider, etc)

EQUIPMENT TASKS
TASK (e.g., order/procure AT, load software, adapt/customize devices/software, set up
at home/school, maintain/repair, etc.)

PERSON RESPONSIBLE

Order Laptop from county

Technology Coach

Load all software

Technology Specialist

Load software on home computer

Parents

DATE DUE

TRAINING
TRAINING NEED

TRAINEES

TRAINER

Bookshare

Student, parent,
teachers
Student, parent,
teachers
Student, parent,
teachers

Technology Coach

Natural Reader
ZenTap

DATES & TIMES

FOLLOW UP / ALONG PLAN

Check with student/teacher to see if program is
assisting in a positive way.
Check with student/teacher to see if program is
assisting in a positive way.
Check with student/teacher to see if program is
assisting in a positive way.

Technology Coach
Technology Coach

CLASSROOM IMPLEMENTATION
IEP GOAL

CURRICULUM/DOMAIN (e.g.,
math, science, PE, art, etc)

PERSON(S) RESPONSIBLE

AT NEEDED TO ACCOMPLISH GOAL (List specific

AT and customized settings if appropriate)

Student will read an unfamiliar fifth grade text

at 90CWPM 3 out of 4 trial as measured by
teacher kept data.
Student will read a fourth grade non-fiction
passage, with audio book support, and be able
to identify the main idea and three supporting
details with 90% accuracy in 3 out of 4 trials as
documented by the teacher.

Reading

Content Teacher or Special

Education Teacher

Bookshare and Natural Reader

Language Arts, Reading or Social

Studies

Content Teacher or Special

Education Teacher

Bookshare and Natural Reader

Student will be able to decode fifty fourth grade

words with 80% accuracy.
Student will be able to spell at least fifty fourth
grade goals with 80 % accuracy.

Language Arts or Reading

Content Teacher or Special

Education Teacher
Content Teacher or Special
Education Teacher

Microsoft Office, Bookshare, Natural Reader and Zen

Tap
Zen Tap

Language Arts or Reading

HOME IMPLEMENTATION
IEP GOAL

CURRICULUM/DOMAIN (e.g.,
math, science, PE, art, etc)

PERSON(S) RESPONSIBLE

AT NEEDED TO ACCOMPLISH GOAL (List specific

AT and customized settings if appropriate)

Student will read an unfamiliar fifth grade text

at 90CWPM 3 out of 4 trial as measured by
teacher kept
data.a fourth grade non-fiction
Student
will read
passage, with audio book support, and be able
to identify the main idea and three supporting
details with 90% accuracy in 3 out of 4 trials as
documented by the parent.
Student will be able to decode fifty fourth grade
words with 80% accuracy.
Student will be able to spell at least fifty fourth
grade goals with 80 % accuracy.

Reading

Parent/Student

Bookshare and Natural Reader

Language Arts, Reading or Social

Studies

Parent/Student

Bookshare and Natural Reader

Language Arts or Reading

Parent/Student

Language Arts or Reading

Parent/Student

Microsoft Office, Bookshare, Natural Reader and Zen

Tap
Zen Tap

MONITORING/EVALUATION
GOAL

INSTRUCTIONAL STRATEGY

RECORDING SYSTEM & FREQUENCY

(How will you teach student to use equipment

and/or how to achieve goals.)

(e.g., task analysis recording system; score + or - on

data recording sheet)

PERSONS RESPONSIBLE FOR

IMPLEMENTATION / DATA COLLECTION

Student will read an unfamiliar fifth grade text

at 90CWPM 3 out of 4 trial as measured by
teacher kept
data.a fourth grade non-fiction
Student
will read
passage, with audio book support, and be able
to identify the main idea and three supporting
details with 90% accuracy in 3 out of 4 trials as
documented by the teacher.

Model and use of technology

Task analysis (daily)

General/Special Education

Model and use of technology

Task analysis (daily)

General/Special Education

Student will be able to decode fifty fourth grade

words with 80% accuracy.
Student will be able to spell at least fifty fourth
grade goals with 80 % accuracy.

Model and use of technology

Task analysis (daily)

General/Special Education

Model and use of technology

Task analysis (daily)

General/Special Education

WATI Assistive Technology Consideration Guide

1. What task is it that we want this student to do, that they are unable to do at a level that reflects their skills/abilities (writing,
reading, communicating, seeing, hearing)? Document by checking each relevant task below. Please leave blank any tasks
that are not relevant to the students IEP.
2. Is the student currently able to complete tasks with special strategies or accommodations? If yes, describe in Column A for
each checked task.
3. Is there available assistive technology (either devices, tools, hardware, o software) that could be used to address this task? (If
none are known, review WATIs AT Checklist.) If any assistive technology tools are currently being used (or were tried in the
past), describe in Column B.
4. Would the use of assistive technology help the student perform this skill more easily or efficiently, in the least restrictive
environment, or perform successfully with less personal assistance? If yes, complete Column C.
Task

A. If currently completes
task with special strategies
and / or accommodations,
describe.

X Motor Aspects of Writing

Student has additional time to

complete all written
assignments

Computer, in order to type

assignments and have access to
spell check
Student will type assignments, use
web-reader, spell check

Spelling is not counted off for,

student gives spelling words in
spoken format.

Computer, in order to type

assignments and have access to
spell check

X Reading

Student attends resource

reading class, twice a week.

Textbook and pleasure reading

books in audio form, either on a
handheld device or laptop. Books
will show the sentence as it reads
to student.

X Organization

Daily notebook check by

parent and teacher.

X Computer Access
X Composing Written Material
Communication

Assessing Students Needs for Assistive Technology (2009)

B. If currently completes task

with assistive technology
tools, describe.

C. Describe new or additional

assistive technology to be
tried.

Task

A. If currently completes
task with special strategies
and / or accommodations,
describe.

B. If currently completes task

with assistive technology
tools, describe.

C. Describe new or additional

assistive technology to be
tried.

Math
Recreation and Leisure
Activities of Daily Living
(ADLs)
Mobility
Positioning and Seating
Vision
Hearing
5. Are there assistive technology services (more specific evaluation of need for assistive technology, adapting or modifying the assistive
technology, technical assistance on its operation or use, or training of student, staff, or family) that this student needs? If yes, describe what
will be provided, the initiation and duration.
Laptop that will have word processing software, speech to text software, audio books, spell checking software and web reading software.
Student will receive at the beginning of the school year, students progress wil be monitored and his need will be re-evaluated at 6 months
and then at one year.

Assessing Students Needs for Assistive Technology (2009)

To get the student comfortable using the AT, the implementation team determined that
the tools should be introduced in a staggered manner as to not overwhelmed the student all at
once. The first tool that was introduced was the laptop. At home the student has access to an
iPad that has all of the assistive technology tools downloaded on them. The second tool that
was implemented was Bookshare. Bookshares goal is to make the world of print accessible to
people with disabilities. With a dynamic leadership team, dedicated Members and capable
partners, Bookshare is making this goal a reality (www.bookshare.org). Since the students AT
IEP meeting, it was determined that the student should be able to read grade level non-fiction
passage, with audio book support, and be able to identify the main idea and three supporting details
with 90% accuracy in 3 out of 4 trials.
The student was signed up for a free account and was allowed to select a book of his choice to
get him started with the technology. The student really enjoyed using the program and read several
books in the first few days. He felt that the program was very helpful and liked the way that he could
hear and see the audio. Throughout the next few weeks, the student read many more books that were
fiction with a few that were non-fiction. Before the technology was introduced, the student showed
difficulty in reading level appropriate books but throughout the course of the training, the students
level of comprehension greatly increased.

An Accessible Online Library. (2014). Accessible Books and Periodicals for Readers with Print
Disabilities. Retrieved July 19, 2014, from https://www.bookshare.org/