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 B. If currently completes task C. Describe new or additional

task with special strategies with assistive technology assistive technology to be
and / or accommodations, tools, describe. tried.
describe.
X Motor Aspects of Writing

X Computer Access Use computer for writing

assignments

Uses Microsoft Word to Computer access The use of Solo 6 software

Composing Written Material
complete writing assignments (specifically the word prediction
portion of Solo 6)
Communication

Reading

Organization

Assessing Students Needs for Assistive Technology (2009)

 Task A. If currently completes B. If currently completes task C. Describe new or additional
task with special strategies with assistive technology assistive technology to be
and / or accommodations, tools, describe. tried.
describe.
Math

Recreation and Leisure

Activities of Daily Living

(ADLs)
Mobility

Positioning and Seating

Vision

X Hearing Preferential seating near the Personal FM Listening System

point of instruction

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.

The student will require training on the Solo 6 platform (teacher has already taken a training course in Solo 6). The training will be provided
during the homeroom block with the student reporting to the special education teachers classroom for training. Both the teacher and student
need brief training on the FM listening system. This can be conducted during the first 15 minutes of the childs specials times. The teacher and the
student can be trained simultaneously.

Bottom of Form
 Assistive Technology Implementation Plan
STUDENT INFORMATION
Student Name Grade Date of Birth
Grayson James 4 8/2/2006

School Date AT Plan Review Date

Sixes Elementary School 6/28/17 9/1/17

POINT OF CONTACT (Individual assigned to keep the Implementation Plan updated)

Mrs. Tori Sinco

EQUIPMENT
EQUIPMENT AND SOFTWARE TO BE USED STATUS (e.g., owned by school, will purchase, will borrow, etc)
Solo 6 (word prediction) District license

Williams Sound Personal FM Listening System Owned by school

EQUIPMENT TASKS
TASK (e.g., order/procure AT, load software, adapt/customize devices/software, set up PERSON RESPONSIBLE DATE DUE
at home/school, maintain/repair, etc.)
Load Solo 6 software on classroom computers and laptop used by student Melanie Morris (Technology Specialist) 8/5/17

Check the functionality of the personal FM listening system Melanie Morris (Technology Specialist) 8/5/17
IMPLEMENTATION TEAM
NAME (List all individuals who will implement the AT with the student.) ROLE (e.g., administrator, teacher, family member, service provider, etc)
Tori Sinco Homeroom teacher, ELA, S.S>, Science teacher

Julie Hughes Special Education Teacher (inclusion)

LaTonya McGruder Math teacher

TRAINING
TRAINING NEED TRAINEES TRAINER DATES & TIMES FOLLOW UP / ALONG PLAN

Provide Solo 6 training (focusing on Grayson James Julie Hughes 3x a week during Check with teacher to determine if additional
word prediction) to student homeroom 7:30-7:55 training is needed for student. (monthly)
completed duringforhomeroom
Provide training block
both teacher andin Grayson James Melanie Morris 8/2/17 Teacher will fill out a help desk ticket through the
special education
student classroom.
on the personal Several
FM listening Mrs. Tori Sinco (Technology Specialist) 10:30-10:50 technology portal if having issues
sessions
system

CLASSROOM IMPLEMENTATION
IEP GOAL CURRICULUM/DOMAIN (e.g., PERSON(S) RESPONSIBLE AT NEEDED TO ACCOMPLISH GOAL (List specific
math, science, PE, art, etc) AT and customized settings if appropriate)
Write stories that contain a beginning, middle, ELA Tori Sinco & Julie Hughes Solo 6 software including word prediction
and end
Respond to oral instructions and directions Tori Sinco & Julie Hughes Williams Sound Personal FM Listening System
HOME IMPLEMENTATION
IEP GOAL
Utilize computer to type homework
assignments requiring extended writing
MONITORING/EVALUATION
GOAL
Utilize Solo 6 word prediction when writing
extended writing assignments
CURRICULUM/DOMAIN (e.g.,
math, science, PE, art, etc)
ELA
INSTRUCTIONAL STRATEGY
(How will you teach student to use equipment
and/or how to achieve goals.)
Individual instruction
PERSON(S) RESPONSIBLE AT NEEDED TO ACCOMPLISH GOAL (List specific
AT and customized settings if appropriate)
Parents Computer (has laptop at home loaded with Solo 6)
RECORDING SYSTEM & FREQUENCY PERSONS RESPONSIBLE FOR
(e.g., task analysis recording system; score + or - on IMPLEMENTATION / DATA COLLECTION
data recording sheet)
Score recorded on writing assignments Tori Sinco/Julie Hughes