Assistive Technology Implementation Plan

STUDENT INFORMATION
Student Name

Grade

Date of Birth

School

Date

AT Plan Review Date

Carlee Jo S.

5th

Wilcox County Elementary School

POINT OF CONTACT

03/14/xxxx

7/15/2014

8/20/2014

(Individual assigned to keep the Implementation Plan updated)

Mr. Conner-Special Ed Teacher-Mr. Conner is in contact with all teachers and

is able to coordinate efforts and keep the Implementation Plan updated.

EQUIPMENT
EQUIPMENT AND SOFTWARE TO BE USED

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

Study Island

School purchased software

Education City

School purchased software

Student computer in all classes

CCC Pathways

School purchased software

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

PERSON RESPONSIBLE

DATE DUE

Order software and equipment

Mrs. Gordon

08/01

Load software and customize for Carlee's needs

Mr. Conner

3 days to complete

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

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

Mrs. A. Brooks

Science Teacher

Mr. Conner

Special Education Teacher

Mrs. Thompson

Language Arts Teacher

Mrs. Gordon

AT Specialist

Mr. Bloodworth

Social Studies

Mr./Mrs. S.

Carlee's Parents

TRAINING
TRAINING NEED

TRAINEES

TRAINER

DATES & TIMES

FOLLOW UP / ALONG PLAN

Overview of software features

Ongoing support

General Ed Teachers
and Carlee's parents

Mr. Conner

08/01/2014
4:30-6:00pm

Carlee Jo

Mr. Conner and other

teachers

Daily as needed

Ongoing as required

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)

Read independently at grade level

Science, Social Studies,

Language Arts

Special Ed and General

Teachers

Comprehensive Reading Software and

Classroom computer

Draft a paragraph in journal writing

Science, Social Studies,

Language Arts

Special Ed and General

Teachers

Comprehensive Reading Software and

Classroom computer

Revise a paragraph in journal writing

Science, Social Studies,

Language Arts
Science, Social Studies,
Language Arts

Special Ed and General

Teachers
Special Ed and General
Teachers

Comprehensive Reading Software and

Classroom computer
Comprehensive Reading Software and
Classroom computer

Edit/proofread a paragraph in journal

writing

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

Read independently at grade level

Model-Lead-Test

Weekly progress monitoring

General/Special Ed Teachers

Draft a paragraph in journal writing

Model-Lead-Test

Task analysis (daily)

General/Special Ed Teachers

Revise a paragraph in journal writing

Model-Lead-Test

Task analysis (daily)

General/Special Ed Teachers

Edit/proofread a paragraph in journal

writing

Model-Lead-Test

Task analysis (daily)

General/Special Ed Teachers

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)

Read independently at grade level

Reading

Mother/Carlee Jo

Comprehensive Reading Software on home computer

Draft a paragraph in journal writing

Writing

Mother/Carlee Jo

Comprehensive Reading Software on home computer

Revise a paragraph in journal writing

Writing

Mother/Carlee Jo

Comprehensive Reading Software on home computer

Edit/proofread a paragraph in journal

writing

Writing

Mother/Carlee Jo

Comprehensive Reading Software on home computer

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.

B. If currently
completes task with
assistive technology
tools, describe.

C. D
add
tech

Student uses keyboard and computer

to complete task.

Motor Aspects of Writing

Computer Access
Composing Written
Material

Student needs assistance in spelling of

words and sentence structure.

Communication
Reading

Student is currently reading on lower

grade level and needs assistance with
dictating words.

Organization

Assessing Students
TaskNeeds for Assistive Technology (2009)

Math
Recreation and Leisure
Activities of Daily Living
(ADLs)

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

B. If currently
completes task with
assistive technology
tools, describe.

C. D
addi
tech

Mobility
Positioning and Seating
Vision
Hearing

5. Are there assistive technology services (more specific evaluation of need for assistive technology, ad
assistive technology, technical assistance on its operation or use, or training of student, staff, or family
needs? If yes, describe what will be provided, the initiation and duration.