A Multi-Tiered Approach to Assistive Technology from the gr…

Windows Dictation

Noisy classrooms can be a barrier for students using voice typing. A headset equipped with a boom mic can help . Key bumps can be added to the “Windows” and “h” keys if students require a visual/tactile reminder for how to turn dictation on and off. Students can use the voice train- ing wizard to train their computer to better understand them. Color coding can be used within Google Keep to help students find, sort, and prioritize information . Labels can be created to keep the digital notes organized and help students visually structure their time and responsibilities Checkboxes can be included to help keep track of upcoming versus completed tasks by mini- mizing distractions and increasing structure .

TIERS WITHIN TIERS Even within tier 3, we use multiple layers of support. For our students using AAC devices, we use a Specific Language Sys- tem First approach developed by Chris Bugaj, where an iPad with TouchChat WordPower 60 Basic is our first tier within tier 3. Some students may need slight modifications or adjustments (e.g., keyguards, different vocabulary sets, a Spanish toggle), which we consider our tier 2 within tier 3. Other students need a completely specialized system to provide them with the nec- essary features. For example, a student may need an eye-gaze camera or a system with high-contrast icons. This is our tier 3 within tier 3 Using this model, the number of district-provided high-tech augmentative and alternative communication (AAC) devices has increased by over 90%. Today, we have 689 students using robust AAC systems because, currently, they are not able to con- sistently say what they want to say when and how they want to say it. 689 is a number worth celebrating! OVERCOMING TIER 3 CHALLENGES One of the most effective strategies we employed to address challenges in implementing Tier 3 assistive technology (AT) was the development of comprehensive implementation plans. Research shows that people are 42% more likely to achieve a goal when they write it down (Matthews, 2015). The plans not only helped clarify objectives but also kept all team members aligned, avoiding the need to start over at the beginning of each school year. Each implementation plan includes a space to consider and document the following:

Google Keep

TIER 3: INDIVIDUALIZED SOLUTIONS When students require more specialized support, we turn to Tier 3. This involves using frameworks like SETT (Student, Envi- ronment, Task, Tools) to match features to student needs and exploring highly customized solutions. Tier 3 tools can be just about anything. If we look to the defi- nition of assistive technology provided by IDEA, it is defined as “any item.” The student, their environment, and the tasks they need to complete will help the team determine which tools to try and which services to provide. Oftentimes, the student will need a system of tools and support to access their education. Zoie is a 4th-grade student with a physical disability that impacts her fine and gross motor abilities. She does not have functional use of her hands and needed alternative access to use a computer. After trying various options like eye-gaze and voice control, Zoie’s IEP team decided to use an iPad as her 1:1 device instead of a laptop. That decision was driven by the fea- ture-matching process and Zoie's preference. Zoie prefers using the voice control feature on an iPad as her access method. Our district has iPads available for students, but our Tier 1 academic device is a laptop. In this case, a laptop wasn’t the right tool. Zoie needed a Tier 3 system. Zoie's general education teacher and related service providers were a wonderful support. They were already familiar with voice typing, so the idea of voice control on an iPad wasn’t foreign and did not require extensive training. This is an example of how a universal toolkit supports students who need specialized solutions.

• The tools being used • Video tutorials • What will be modeled • Additional training required for team members • Daily tasks • On-going management • Trial data • Progress monitoring • Obstacles/barriers and solutions to try

Collaboration with other departments proved critical. Re- member. We are a department of two specialists, so we needed to enlist the help of staff. Instructional coaches, education tech- nology trainers, speech-language pathologists, occupational therapists, physical therapists, teachers, administrators, and in- structional assistants all played a part in rolling out tiered sup- ports. WILDFLOWERS: UNPLANNED SUCCESSES As we implemented the tiered approach, we discovered un- expected benefits. These unplanned successes were significant.

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