(click on link to download form or view resource)

• Tech Tips for Differentiated Instruction
• 504 Handbook
• AT QuickWheel
• AT Tool Kit Items
• AT Ideas for Studying & Organizing
• WATI AT Checklist
• Specialist(s)
• Consideration Flow-chart Page 16-17 of MT AT Guide

• Many times careful observation and consideration of the student and detailed examination of the environments and tasks required can lead to discovery of strategies and no-tech or low-tech tools that when implemented meet student needs.
• If these strategies and tools do NOT meet the needs then further investigation is required to find appropriate solutions.
• Keep in mind that the final solution MAY be any combination of strategies AND tools.
• Learning styles, teaching styles and emotional/social issues need to be considered

• IEP form/minutes
• Educational Setting Flow-chart
• Specialist(s)
• GPAT Intro to AT Guide

• AT can and should be considered at all stages. Especially the pre-referral stage.
• Team must include: Student and Parents, and persons who have knowledge of the student need
• Expand the team if needed to include persons who have expertise in specific areas i.e. AT, behavior etc. who may not normally be part of your team

• Legal Definitions Page 7 of MT AT Guide
• Q&A on AT from California
• Trial Technologies Form
• Trial Strategies Form
• WATI Student Information Guide
• Guiding Principles for AT(Zabala)

• Insure that all team members understand the legal definitions of AT devices and services
• Analyze present level of performance and identify strategies and tools currently in use

• This may be a time when you wish to solicit assistance from district, local, state and/or national consultants to expand your team and assist in the process.

• SETT Framework
• Guiding Questions for Assessment Page 19 of MT AT Guide
• Information Collection Questions (Guiding SETT Questions)
• WATI AT Planning Guide
• WATI Environmental Observation Guide

• Gather information the team currently knows about the student, environments, and tasks.
• Identify what still needs to be known about the student, environments, tasks and which tools and strategies are currently in use or have been tried in the past and explain their effectiveness.
• Use a variety of methods to gather this information. Include, completing formal and informal tests, interviewing team members and the student, and observing the student in various settings.
• Use this information to answer the “what we need to know” questions generated during the initial SETT.

• Focus Question worksheet

• Focus the initial question to direct your assessment process. This question needs to identify the specific reason AT is being considered and must be realistic. This is a crucial step . It is also one of the most difficult. The team needs to reach consensus regarding the specific expectations for tools and strategies. What do you expect the technology to DO for the student?  

• All completed forms used when gathering information
• AT Consideration Guide (New Jersey)
• AT Consideration Guide (Bowser)
• AT Consideration Guide (WATI)

• Review all collected information and:
• Identify any barriers which might prevent the student from performing the tasks in his/her environments
• Determine if   (the stated need) your Focus Question accurately describes the student's present level of performance and the functional life skill (task) causing the student difficulty.
• Differentiate AT from Non-AT

• Guiding Questions to Identify Features (features the student needs)
• Feature List form
• Refer to all completed forms from previous steps to prioritize possible solutions.

• Analyze the student's information and make a list of possible solution features the student needs.
• Match identified student needs to features of possible tools.
• Compare solution features 
• Prioritize your possible solutions.
• Identify prerequisite skills needed for tools.
• Identify implementation strategies needed.
• Identify type of learning curve associated with the tool.
• Consider longevity of use for tool

• Guiding Questions for Choosing a Device Page 19 MT AT Guide
• Shareware/Demo/Freeware list
• Consider software/hardware currently available in your district/organization
• ATSTAR
• CTG Online Resource Directory (subscription required)
• Trace Center UofW

• Research possible solutions which match your priorities and required features.

• AT Extended Assessment Plan
• Forms/resources listed in Pre-referral step
• Tools and Strategies Plan 

• Create a trial plan with details of where, for how long, and under what condition the solution(s) will be tried and who is responsible to follow through. 

• Completed AT Extended Assessment Plan from Step 8
• Questions to evaluate Student Performance
• AT Data Worksheet

• Evaluate the student's performance to see if the solution meets the need.

• All forms and data collected to this point
• Specialist(s)
• Cooperative Problem Solving Planning Sheet 

• Inform the IEP team regarding the outcome of the trial period.
• Come to consensus on solutions
• It is important that the STUDENT as well as ALL other team members agree on the tool, strategies, and implementation plan before proceeding with any purchases.
• If the above steps have been carefully completed, disagreement is rare.

• Guiding Questions on Purchasing a Device Page 20 MT AT Guide
• AT Acquisition Guide
• Refer to any plans your district/organization may already have in place 

• Provide justification for purchasing any technology tools.
• Provide possible sources of funding
• Provide possible vendor and trainer contacts
• Communicate system requirements to tech personnel 

• Guiding Questions for Using the Device Page 20 MT AT Guide
• Refer to Questions to Evaluate Student Performance from Step 8a
• Tools and Strategies Plan from Step 8. (revised as necessary)
• Activities/objectives Plan
• Refer to any plans your district/organization may already have in place 

• Work with IEP team to develop an action plan for implementation of strategies and tools.
• Establish a timeframe to revaluate student performance

• Guiding Questions for Training Page 20 MT AT Guide
• Refer to any plans your district/organization may already have in place

• The Team needs to consider who requires training and how much training will be required to effectively implement the device. 

• Guiding Questions for Repair & Maintenance Page 21 MT AT Guide
• Refer to any plans your district/organization may already have in place

• The Team must research information on warranties and who is available to assist with repair and maintenance.

• Questions to Evaluate Student Performance from Step 8a.
• Plan for Evaluation of Effectiveness
• Refer to any evaluation procedures your district/organization may already have in place

• Continual process by all IEP team members, student and parents
• Periodically review student performance and identify what is working and what might need to be changed.   (re-SETT)