Jennifer Swan

The SETT Framework

Student: J.J. Date: 9/8/2019

Student Environment Task Tools

General Information Physical Environment Expectations Low Tech

 Second grade  Reading  The student will  Visuals
student. comprehension pull- listen to a grade  Sentence starters
 The student has out instruction will level text read aloud  Highlighted words
below grade level take place in the by the teacher or a to trace/copy.
skills in all areas. resource room. computer. Mid Tech
 Age: 8  There are two small  When the story is  Adapted text that
 The student was group tables in the being read, the includes familiar
held back for a year classroom and four student will sit at his visuals that could be
What we know

in kindergarten due teacher desks desk and look at the used by J.J. to
to his skill retention scattered around the book in front of him. participate in the
and attendance. room.  As the story is being reading of a text.
 The student talk’s in  The small group read, the student  Listen to the story
questions (even if he tables are made of will answer on the computer.
knows the answer). sets of five student comprehension High Tech
 The student’s desks placed questions (ex: who, 
favorite things are together. what, when, where,
looking and naming  There are multiple why, and how
bridges around the shelfs along the questions).
world and looking at perimeter of the  The student will
maps. room. verbally
Strengths Instructional Environment communicate to the
 The student likes to  Small group teacher his answers
talk to adults. instruction. to the questions or
Jennifer Swan
 He likes to know  Two other students ask any questions he
that the adults in the will be a part of the may have.
school building are group with one  After listening to the
happy with him and teacher. story read aloud, the
that he is following  The three students student will
the rules. and the teacher will complete a writing
 He appears to like sit at one of the task.
following the rules. small group tables.  If the whole group is
If someone else in As this is a small developing answers
the class is not group setting, the to complete the
following the rules, students receive writing task, J.J. will
he will tell an adult broken down help develop the
in the room. questions and answers and copy
 He works well when directions the answers from
given a routine to throughout the board.
follow. instruction.  If the writing task
 The student learns  The classroom has a requires individual
better when given projector and answers, J.J. will
visuals. medium size white state his answer, the
 Identifying bridges board. The teacher will write
from around the projector will not be his answer on a
word by name. used during the separate paper, and
Needs lesson. he will copy his
 He can sometimes  The teacher has a answer from the
have difficulties computer that can teacher’s paper to
interacting with be used during his paper.
peers. instruction.
 He has difficulties  Each student will sit
independently at an individual
completing tasks. desk.
Jennifer Swan
 The student is  The same routine is
currently working followed daily: come
on communicating into the classroom,
using complete sit down, listen to
sentences (not in the story for the day,
question form). complete some type
 He requires of writing activity,
repetition of take a break, and
instruction and then go back to class
continued (approximately 1
development of hour).
academic skills in all Access Issues
areas.  There are no
 He easily become physical access
upset when he is issues for J.J. as he is
unsure of how to fully mobile.
complete an activity  No one in the group
or if he thinks he is will be using
doing something different materials
wrong. or equipment.
 Another student in
the group can have
difficulties
controlling his
actions, which can
lead to
interruptions.
 J.J. is unable to read
or independently
write at this time.
He requires an adult
Jennifer Swan
to read to him or a
computer to read
him the text. He
requires the use of a
scribe or the ability
to copy sentences
from the board
(given extended
time).

Developed by Joy Zabala