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Individual Assistive Technology Evaluation

SBU Evaluator: Susan A. Hart
Contact Information: 716-816-4922;
sahart@buffaloschools.org

SBU Professor: Dr. Diana Lawrence-Brown

Contact Information: 716-375- 2165;
dlawrenc@sbu.edu

I. The Learners:
A.
Background
1. There are 8 students in our 2nd grade class that are reading below grade level, with 3 students at an
emergent level. Attached is the DIBELS
2. All students are in 2nd grade, no repeaters (being held back to repeat grade), all students are 7-8 years
old.
3. Instructional reading level at grade 2, oral reading fluency benchmark for middle of the year (MOY)
target is 72 words per minute (WPM). MOY DIBELS assessment (oral reading fluency assessment) were
administered on January 21-22, 2014. 8 students are reading at an intensive level that is well below benchmark.
There are 3 students that are an emergent level, that are slightly below the target score of 72. Scores are listed
below:
Students at intensive reading level:
JV:
CC:
ZU:
BE:
JW:
RG:
AC:
TM:

12 WPM
20 WPM
20 WPM
41 WPM
42 WPM
44 WPM
48 WPM
51 WPM

Students at emergent level:

CH:
AT:
HK:

62 WPM
62 WPM
64 WPM

4. Student's IQ Score: Full Scale IQ test scores are listed from student IEPs.
Of the eleven students listed, 7 have IEPs and have recorded IQ scores from tests taken for implementing the IEP
or during re-evaluations.
Of the eight students, all IQ scores are in the average range from 87 to 113 as listed below:
AT:
CC:
JV:
ZU:
CH:
AC:
RG:

WISC-IV Full Scale:

WISC-IV Full Scale:
WASI-Z Full Scale:
WISC-IV Full Scale:
WISC-IV Full Scale:
WISC-IV Full Scale:
Stanford-Binet:

87, 19 percentile
89, 23 percentile
93, 32 percentile
93, 32 percentile
96, 39 percentile
104, 61 percentile
113, 81 percentile

5. Type/level of exceptionality:

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Of the 7 students identified with IEPs, 2 are classified as other health impairment, 4 are classified as learning
disabled, and 1 is classified as speech impaired. There are 4 students that are reading below grade level with no
classification.
6. Family/cultural information:
All students attend school at Buffalo Public School Discovery 67. All Students live in the city of Buffalo. The
ethnicity or race of 9 students are listed as Non-Hispanic/white, 1 student is listed as Hispanic/Latino, and 1
student is listed as African American.
Students present levels:
1.

Attached is the relevant WATI section checklist for the priority area, reading. I have 11 students in
the 2nd grade co-teaching classroom that are performing below benchmark. I chose two students that are
performing significantly below grade level to complete the WATI and chart below (JV and CC)

Subject Area

Interests &
Preferences

1. Reading (at least

decoding and
comprehension)

JV: close
proximity to
instruction
- Small group or
1-1 instruction
- Uses reading
tracker

CC: uses picture

clues to answer
questions about a
story.
- Uses reading
tracker.
- Prefers small
group setting.

Strengths:
Specific
skills/concepts
that the student
has achieved
- Is able to read
one-syllable
words,
- identifies sight
words that
include: the, a,
are, to, in, what,
she, was, and high
frequency words
like many, books,
and mom

- Works on task to
completion in
small groups;
- Identifies sight
words,
- reads common
two-syllable
words that are
spelled

Needs: Specific
skills/concepts
that the student
lacks.

Most Recent
Report Card
Grades

Meeting
Grade Level
Expectations
?

- Unable to read
fluently or with
expression.
- Doesnt use
decoding strategies
effectively.
- Needs to improve
phonological and
expressive
language skills
- Needs to improve
reading
comprehension
skills.
- Has difficulty
decoding and
comprehending
worksheets,
reading textbooks,
and tests.

Needs
Improvement
with:
- Reading
fluency, comprehension,
- sight
vocabulary
- read and re-tell
- express ideas
clearly

No.

- Needs to improve
reading fluency
and decoding
skills.
- has difficulty
using text to
answer questions
and is unable to
ask questions

Needs
Improvement
with:
- Reading
fluency, comprehension,
- using context
clues
- self-correcting

DIBELS score
for DORF for
MOY was 12
WPM
(benchark:72
WPM)

No.

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Subject Area

Interests &
Preferences

CC cont.
Is able to
grasp/comprehen
d new material
when given
opportunities for
practice and
review

2. Writing (spelling
and composition
skills)

JV: can copy

words or
sentences during
instruction.

CC: Shows
interest in
writing when it is
a chosen topic,
rather than one
given.

Strengths:
Specific
skills/concepts
that the student
has achieved
phonetically (e.g.,
cat, milk).

Nice penmanship:
spacing and line
correspondence.

- Given a narrative
topic, CC can
supply some oneword details about
the topic
- can provide a
sense of closure to
his writing only
with much
support.

Needs: Specific
skills/concepts
that the student
lacks.

Most Recent
Report Card
Grades

about a passage he
has read.
- Needs to increase
recognition of
vowel sounds,
consonant blends
and diagraphs.
- Shows difficulty
decoding and
comprehending
worksheets,
readings, and test
questions.

errors in reading
- read-retell
- reading
independently

- unable to
compose sentences
independently.
-shows little
progression with
spelling
phonetically.
- unable to write
thoughts or details
in a graphic
organizer
- has difficulty
identifying main
ideas or details
pertinent to a
given topic.

Needs
Improvement in:
- Spelling,
- Written
expression
- writing ideas
clearly and in
complete
sentences
- sentence
structure
- grammar

- has difficulty
composing
sentences from
details on graphic
organizer.
- When writing
informational text,
CC has difficulty
identifying details
pertinent to the
topic.
- CC struggles
with the mechanics
of writing
(capitalization,
punctuation and
spelling), and has

Needs
improvement in:
- Spelling,
- Written
expression
- conventions of
print
- written
expression

Meeting
Grade Level
Expectations
?

DIBELS score
for DORF for
MOY was 20
WPM
(benchark:72
WPM)

Spelling tests on
average of 33%
(5 out of 15
correct)

Spelling tests on
average of 47%
(7 out of 15
correct)

No.

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Subject Area

5. Supplemental
area Study/Test
Taking Skills

Interests &
Preferences

Strengths:
Specific
skills/concepts
that the student
has achieved

JV: preferential
seating is a
necessity to stay
on task.
- works best in
small groups and
1-1 instruction
whenever
possible
- learns best
when larger tasks
are broken down
into smaller,
more
manageable
parts.

- JV is very
respectful.
- Is non-disruptive
during class

CC: responds
well to praise
and positive
feedback.
- Preferential
seating in close
proximity to
adults during
large group
activities to
monitor
participation and
comprehension.
- Reduce
environmental
stimuli

- is an enthusiastic
learner who wants
to succeed and to
please.
- is quick to raise
hand to answer
questions and is
all smiles when a
task is
accomplished.

Needs: Specific
skills/concepts
that the student
lacks.
not fully
developed one-toone
correspondence of
one spoken word
to one written
word.
- has difficulty
retaining learned
information and
applying it to
complete
independent work
- needs prompting
to start tasks and to
maintain attention
during instruction
- needs to increase
independence with
self-monitoring
tasks (bringing
appropriate
materials into
class, taking home
folder and agenda,
completing and
handing in
homework without
being asked to do
so)
- has difficulty
maintaining
attention to a task
in group settings.
- requires much
support during
independent work
time.
- needs to continue
to develop
expressive
language and
conversational
skills.
- needs subtle
cues/prompts for
redirection/refocus
- Additional time
to complete

Most Recent
Report Card
Grades

Needs
improvement in - - Class
participation
- using time
effectively
- working
independently
- complete
homework
assignments
- problem solving

Needs
improvement in - Class
participation
- work
independently
- using problem
solving skills
- self-correcting
mistakes

Meeting
Grade Level
Expectations
?

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Subject Area

Interests &
Preferences

Strengths:
Specific
skills/concepts
that the student
has achieved

Needs: Specific
skills/concepts
that the student
lacks.

Most Recent
Report Card
Grades

Meeting
Grade Level
Expectations
?

assignments.
- Multiple
repetition and
practice to acquire
new skill
- Testing
Accommodations
to allow for him to
fully demonstrate
his knowledge of
the content
material.

2.

Social/Communication:
Communication skills:
JV: Rarely participates in class during instruction or whole group discussions. Often needs
questions repeated and will often repeat the questions as his answer (e.g. - What was the Pony
Express? JV might say, The Pony Express.) JV has a writing journal that can be shared with the
class. JV rarely writes or orally shares personal narratives/information with the class.
CC: Needs to continue to develop expressive language and conversational skills. Does not choose
to write independently to communicate thoughts/personal information to the class.
Social skills:
Both JV and CC are social during non-structured class activities (recess, physical education,
lunch, etc.)
Relationships with peers (with and without exceptionalities): Both JV and CC have developed
friendships within the class, and are both respectful to other classmates and adults.
Participation in extracurricular activities (community or school-based): N/A
Willingness to try new tasks and activities:
JV and CC are both willing to try new tasks/activities.
There are no behavioral concerns for either JV or CC at this time.

3.

B.

Physical: there are no physical concerns (fine and gross motor skills, sensory or medical concerns) at
this time for either JC or CC.

Students individual goals IEP Annual Goals:

JV:
STUDY SKILLS

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JV will maintain his attention on task during class lessons and assignments in order to complete assignments on
time. (4 out of 5 trials, to be observed/recorded daily by special educator)
READING
When presented with Second grade level literature text and/or specific informational text from content area
subjects, JV will read 30 words per minute fluently with accuracy and appropriate rate.
(4 out of 5 trials - structured observations of targeted behavior to be recorded every four weeks by special
educator)
When recounting stories or after reading beginning of the 2nd grade level text, JV will determine the main topic,
retell key details, and demonstrate their understanding of the central message or lesson. (75% success - to be
observed through weekly classroom assessments by special educator)
SPEECH / LANGUAGE
JV will produce correct vowel sounds in CVC words (4 out of 5 trials - observed/recorded monthly by speech
therapist).
JV will use correct noun-verb agreement in sentences (4 out of 5 trials - observed/recorded monthly by speech
therapist).
CC:
STUDY SKILLS
CC will attend to a task without distraction for 15 minutes during individual seatwork activities. When distracted,
CC will return to task with minimal prompts (80% success recorded observations every 2 weeks by special
educator).
CC will attend to a task without distraction for 10 minutes during classroom lessons. When distracted, he will
return to task with minimal prompting (80% success recorded observations every 2 weeks by special educator).
READING
CC will identify and use 50 sight words at a beginning of second grade level (with 75% success recorded
observations every 2 weeks)
When given a list of 10 words, CC will orally identify the rules for word attack skills regarding consonants (e.g.,
consonant blends bring, try), or digraphs (e.g., what, shook) and will pronounce the consonant blends, or digraphs
and read the words (80% success- recorded observations every 2 weeks by special educator).
When given a list of 10 words, CC will orally identify the rules for word attack skills regarding vowels with silent
e endings (e.g., lake, lime) and double vowel letters (e.g. boat) and read the words (80% success- recorded
observations every 2 weeks by special educator).
When given reading material at the beginning of the 2nd grade level, CC will read a paragraph or story out loud
with appropriate expression and fluency (3 out of 5 trials recorded observations every 2 weeks by special
educator).
When given a reading passage, CC will read it, paraphrase it, orally state the main idea, ask and answer 5 who,
what, where, when or why questions regarding the passage (with 75% success work samples on a weekly
schedule by special educator).
WRITING
CC will write a short, informative paragraph about one subject that includes a topic sentence, at least three details
and a sense of closure (80% success using work samples every 2 weeks by special educator).
CC will write at least a 1 paragraph narrative that is logical, sequential and includes a topic sentence with
supporting details and a sense of closure (80% success using work samples every 2 weeks by special educator).
SPEECH / LANGUAGE
CC will formulate grammatically correct sentences (90% accuracy recorded observations by speech therapist).
CC will produce target sounds in isolation, syllables, all position of words, and blends during the therapy session
(90% accuracy recorded observations by speech therapist).
CC will produce target sounds in phrases, sentences, and conversational speech during the therapy session.
CHARLIE will comprehend "wh" questions (e.g., who, what, where, when, why) when provided with curriculum
based questions (90% accuracy recorded observations by speech therapist).
D. Current Placement and History of Services:

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1. Current Placement: Both JC and CC are currently placed in a second grade integrated co-teaching
classroom at Buffalo Public School, 67, Discovery. There are 30 students in the classroom. Of the 30, 8 students
currently have special education services with IEPs (approx. 1:3 ratio).
The integrated classroom has one general education teacher, and one special education teacher. Three of the six
day cycle, there is a teacher aide in the classroom that will assist with instruction (small groups or re-teaching new
concepts), maintaining on-task behaviors. At this time, there is also a student teacher in the classroom who has
been leading instruction.
A speech therapist pulls out for services.
The school is located in a closely integrated (tight-knit) neighborhood of South Buffalo. The school has over 90%
parent involvement.
Other supports at the school include a student support team that includes the committee on special education and a
school psychologist. WNY United also has members of their staff working in the school on a daily basis. The
WNY United staff members discuss character traits with the students - as in what makes you a good citizen and
making the right choices.
2. History of Classification and Services:
JV was formally classified this month on 2/4/14, and is currently 7 years old. JV is currently placed in an
integrated co-teaching classroom, receives speech therapy, and AIS services for reading and math.
CC was formally classified on 9/12/11 at age 5. CC has been and is currently placed in an integrated co-teaching
classroom. CC receives speech therapy, and AIS services for reading and math.
E. Educational priorities of the learner:
To determine the priorities of the learners, I reviewed current data in reading assessments (DIBELS), spelling test
scores, comprehension test scores, end-of-unit skills tests, 1-1 instructional performance, participation in small
group instruction, and completion and accuracy of independent work.
Both students are struggling in all content areas of the second grade curriculum. The educational priority for the
students is to develop reading skills. Although both students are showing little progress with reading fluency from
the beginning of the year, their levels continue to be at an intensive rate. The Students show a profound gap in
progress when compared to the academic growth of other classmates. JV and CC struggle with completing
independent tasks that involve reading and writing. Most reading and written work needs to completed in a small
group setting with constant prompting from the educator.
It would be beneficial for the students to have more independence when completing worksheets and other written
material. Currently, there are no scaffolding worksheets for learners at different levels to assist those that need
extra support or challenge activities.
F. Level of expertise with assistive technology:
There are four computers in the classroom that are utilized daily for differentiating instruction. The educators
within the classroom employ assistive technology as needed by the students and as recommended from specialists
or therapists.
JV and CC have been implementing the use of a reading tracker with a yellow overlay. The tracker has helped
them focus on one line of print at a time, and to keep track of location in the reading. Text to speech software has
been implemented by the students to read skills literature. The font of the reader has been enlarged, underlined
and spaced with lines set apart to assist in reading. Students have also used computer software to practice
phonemic awareness (consonant and vowel sounds, diagraphs, and consonant blends), reading comprehension,
and skills practice. The students are familiar with Starfall.com, ABCYA.com, and smarttutor.com.

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G. The educators are receptive to using assistive technology, and to any suggestions that could improve student
performance.
II. Analysis of the General Education Environment
A. Target General Education Class:
"See above."
B. Teaching and assessment methods used most often by the general education teacher(s) involved:
The Listening and Learning portion consists of a series of readalouds organized by topics (called domains), many
of which are informational in nature. The goal of the Listening and Learning Strand is for students to acquire
language competence through listening, specifically building a rich vocabulary, and broad knowledge in history
and science by being exposed to carefully selected, sequenced, and coherent readalouds.
The Listening and Learning lesson is presented whole group. The students listen to a reading while sitting on the
rug area of the classroom. The teacher reviews vocabulary before the reading and shows pictures on the
interactive whiteboard that correlate with the read-aloud. After the reading, the students review a useful
vocabulary word and are called upon to use it in a sentence (e.g. the word beneficial students might say, It is
beneficial for me to exercise). There is also a think-pair-share component of the lesson where students discuss
parts of the reading, or ask each other comprehension questions. There are extensions of the lesson that allow
students to express what theyve learned through hands-on activities (e.g. making a quilt square that describes a
character in the read-aloud, describe parts of the unit with illustrations and make a class book, sequencing events
by cutting and pasting pictures).
The skills section teaches the mechanics of reading. Students are taught systematic and explicit phonics
instruction as their primary tool for decoding written English. By the end of grade 2, students will learn all of the
soundspelling correspondences in the English language and should be able to decode written material. In addition
to phonics, students also are taught spelling, grammar, and writing.
The instructor uses the interactive whiteboard as a tool to engage students with the skills concepts. Students are
asked to participate in the lesson by completing work on the board (e.g. fill in word family tables, edit sentences,
re-write proper nouns correctly in a sentence). After whole group introduction, the class breaks into small groups.
Some students work with an instructor while others work in areas on the following tasks:
- Students complete corresponding worksheets given for particular skills lesson
- Students read independently, with partners, or in small groups;
- use computers as learning extension or differentiating materials;
- writing area students practice skills learned (e.g. persuasive essay, friendly letter, non-fiction narrative)
- word-work area practice word building with unifix blend cubes, categorize words with appropriate word
families, write synonyms/antonyms, etc.
C. What reading level is expected of students in this classroom?
1. Students are tested on their reading fluency at the beginning, middle, and end of the year. At this time
middle of the year, (MOY), students are expected to read 72 words per minute. At the end of the year
(EOY), students are expected to read 92 words per minute.
2. The skills strand uses student readers from the Core Knowledge Foundation and are accessible online
at Enageny.org. The skills reader states that the readability levels are suitable for early readers. The skills
books are designed to make early reading experiences easier and more productive by using a subset of the
available spellings. It uses only spellings that students have been taught to sound out as part of their
phonics lessons, plus a handful of tricky words, which have also been deliberately introduced in the
lessons. This means that the stories will be 100% decodable if they are assigned at the proper time. Using

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http://www.readability-score.com, the average grade level of the Unit 4 reader (middle of the 2 nd grade
year), The Job Hunt is at 1.1, with a Gunning-Fog Score of 2.8, Coleman-Liau Index of 3.5, and SMOG
Index of 2.3.
As another source of independent reading for the students, the instructors use Harcourt Trophies guided
reading books that are leveled by ability ranging from grade K to grade 4. The instructors use baskets
with a folder assigned to each student. When independent work is completed, the students can read one of
the books chosen to accommodate current reading ability. Students are responsible for answering
comprehension questions that are given at the end of each story. The students write responses in complete
sentences.
D. Tasks required for students to be active participants in this classroom include:
- Classroom discussions in whole-group, small-group, or peer-partner situations.
- Listening to instruction for comprehension and directions. Students sit on rug area for most of the ELA block
(90 minutes) and a portion of the math lesson (30 minutes).
- Must be able to use a graphic organizer to list thoughts/facts; write about a topic with supporting details, use
complete sentences and write in an essay format.
- Answer comprehension questions about read-aloud either orally or in writing.
- Adhere to school rules be respectful, responsible, safe, and caring
- When a new story is introduced, students chorale read the passage. Students are expected to read along with
classmates.
- During skills strand of the ELA block, students complete corresponding skills worksheets.
E. Physical capacity of the classroom in regard to AT:
1. There is little empty space in the classroom. AT devices that can be used in student workspace can be
accommodated.
2. There are electrical outlets on the side walls and the back wall of the classroom and are available for AT devices
that may need to be plugged in.
3. Wireless Internet access is available
4. There are 4 computers stations available for student use. Students also have access to one laptop. There are no
tablets or other electronic AT devices within the classroom at this time. Students use computers daily for extra
support or differentiation in ELA, and for math practice. Computers use windows 7, and have been reconfigured
with Microsoft Office 2013 updates.
5. There is a color printer in the classroom, and is supported by windows.
III. Access to the General Education Curriculum/Environment
A. The students are currently placed in a 2nd grade integrated co-teaching classroom. JV and CC are both
performing significantly below grade level in reading, and score below grade level in math.
JV: is unable to maintain focus during group instruction. When working in small groups, JV often
shows off task behavior when instructor is attending to another students needs. Despite Tier III level
interventions, JV continues to perform below grade level expectations. Based upon the lack of
response to intervention, as well as significant discrepancies between cognitive abilities and measured
reading, math, and writing skills, JV will likely require continued additional supports in the areas of
reading, math, and writing skills. JV requires constant redirections to start academic tasks and to stay
on task. Due to skill deficits in reading, writing, and math, JV requires a higher level of 1:1 teacher
supports than what is available within a general education setting.
CC: is educationally classified as a student with learning disability. CC displays skill weaknesses in
receptive language, reading comprehension, written language, processing speed and fluency. CCs
attention to task is variable and frequently requires direct support to understand/complete tasks.
CC needs to increase ability to recognize and use long and short vowels, consonant blends and
digraphs to decode words; recognize and remember common sight words; use decoding skills and

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sight words to improve his reading fluency. CC needs to consistently attend to task, such as a story, in
large and small group situations for 20 minutes with minimal cues, and complete simple tasks
independently. Shows difficultly attending to and following a three-step direction. CC also needs
additional time, scaffolding and support to complete a task as well as clarification and checking for
understanding of what is expected.
B. Of the interfering factors just described, the top priority for analysis/intervention with the assistive
technology plan is to improve reading skills and comprehension. Both students show delays in
language and are performing significantly below grade level in reading fluency and comprehension.
Improvement in reading fluency would allow the students to complete reading and written
assignments with more independence.
Attached is the DIBELS Oral Reading Fluency passages read by both students. Most of the words
read by both students are frequent sight words (at, the, what, she, he). The reading level at which the
students are performing inhibits their ability to complete worksheets in skills strand, comprehend
reading passages, and perform well on spelling and comprehension assessments. Also attached are
examples of independent work from JV that further exemplifies the inability to perform at grade level
without appropriate tools or supports needed to do so.
IV. Recommendations: after analyzing the learner and the school environment, it is recommended that the students are
given supports needed to improve performance with independent practice and assessments.
Based on assessments and the factors listed below, I recommend an image to text software (PixWriter/Picture It
from Sun Castle Technology) to be used to supplement written materials for the students.
A. PixWriter/Picture It are image to text software that includes over 10,500 literacy support pictures that support
all subject areas. In comparison to other programs, PixWriter/Picture It has more images and has step by step
directions that make it simple to generate materials for student use. PixWriter/Picture It is also the most cost
effective software found.
1. PixWriter/Picture It is a talking picture and word processing program designed for beginning and
struggling readers and writers. The program combines print, pictures, and speech allowing users to
compose written documents even if knowledge of sound-symbol relationships, spelling, and alphabet
skills have not been mastered. Teachers can quickly differentiate worksheets or create a customized word
bank that includes symbols for students to use for writing.
2. Device Details: The program software is on a disk format. The company, Slater Software, is no longer
in business. Sales have been taken over by SunCastle Technology that is owned by the developers
daughter, Molly Slater Schuyler.
a. PixWriter/Picture It has been in business for over 18 years.
b. There is no trial offer. There is technical support on-line and a number listed at
suncastletech.com.
c. PixWriter/Picture It is a voice output word processor program designed for use by individuals
with learning or cognitive disabilities. Intended for beginning readers and writers, this program
combines words, pictures, and speech. By selecting buttons, which hold words and graphics,
users can write whole words, sentences, and stories.
PixWriter/Picture It supports writing using a mouse, keyboard, touch screen, one and two-step
switch scanning, joystick and whiteboard. It also includes auditory scanning for people who are
blind or have low vision.

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After selection, the word is written; a picture is automatically paired with that word and the
picture is shown as the word is spoken. The program has over 10,500 Literacy Support Pictures
with corresponding text and speech, and the user can import additional photographs, clipart and
personal artwork.
It supports 4, 16, 36 and 64 button setups. PixWriter/Picture It includes the LSP Thesaurus to
enhance the user's ability to select homonym meanings or adjust the word bank for an individual's
needs. The PixCards feature also provides the ability to make PECS, flashcards or memory game
cards.
English and Spanish languages are supported. COMPATIBILITY: IBM and compatible
computers and Macintosh computers. SYSTEM REQUIREMENTS: Windows 7, Vista or XP, or
Macintosh OS 10.4 or later; 600 megabytes (MB) of hard disk space.
3. Cost: $125.00 + $7. Shipping and handling. PixWriter/Picture It bundle costs $235.00 + $7.00 shipping
and handling. There is a manual on the companys website, technical support, and video tutorials
available on using the software.
4. Without a specific text to image software, it becomes labor-intensive for an educator to cut and paste
pictures from clipart into worksheets to differentiate learning and accommodate the needs of students.
PixWriter/Picture It also allows the students to write independently with spoken words and picture
correspondence.
5. PixWriter/Picture It could initiate an increase in reading comprehension, promote independent
practice, and assist in writing skills all which are needed to show growth in the general education
environment. The software can be used to scaffold student worksheets, give support with written
assignments, may be implemented during small groups or computer stations during skills block.
B. Skills and Training for Student
1. JV and CC have listed Reading, Writing and Speech goals that could be addressed by this software.
2. No new IEP goals will need to be addressed to implement this software. Teacher direction, with explicit
instruction will be needed to introduce software, and is suggested that an instructor assists students with the
software until students is showing ease of use with the software.
C. Evaluation: Quantitative data can be collected by comparing student work completing worksheets without
PixWriter/Picture It, to those that use picture to text correspondence. Evaluating student progress on school work
and assessments can determine if the tool has been effective for the student. The educators can also evaluate the
quality of written work after implementing the PixWriter/Picture It software. Progression toward IEP goals in
reading, writing and speech after implementing PixWriter/Picture It may also determine the effectiveness the
software.
D. Skills and Training Needed By Others:
Educators can use the school tech support to have software installed to the computer workstations. Prior
teachers can meet with future educators to discuss software and provide knowledge and skills needed to
implement software. There is also tech support on the company website, with video tutorials.
It would be beneficial if the educator is open to new concepts and willing to learn how to use new software.
E. Exploration of Specific Funding Sources, including school and specific non-school options. Also included are
two specific funding sources other than the school (or parents).
Funding Sources

Types of
devices/projects
funded

Who is
eligible to
apply?

Amount
Available
(e.g.,

Application
deadline

Contact information (name,

address, phone, e-mail, web
address)

Page 12 of 12

PTO

Adoptaclassroom.or
g

Student Support
Services

Educators
may submit a
proposal.

resources and
materials for
classrooms from
a network of
online vendors
affiliated with
Adopt-AClassroom.

Teachers can
register their
classroom
online

DonorsChoose.org

Teachers
Teacher submits
request along
with how it will
assist the
classroom.
People,
companies and
foundations help
fund request.

average
award)
PTO makes
decisions on
what should
be funded
and
available
award that
may be
offered.
Compensate
up to $1000.

Need a
donor to
fund
request.

End of the
School Year.

Jennifer Ellicott
911 Abbott Rd. Buffalo,
NY 14220
716-816-4922

A donor must
select your
classroom to
adopt. May
have a long
wait period.

110 N 5th St 10th Flr

Minneapolis, MN 55403

Donor must
select your
class to
submit funds
to. If your
class is
chosen, the
resources are
send directly
to your
classroom

Donorschoose.org

877-444-7666 (Toll Free)

info@adoptaclassroom.or
g

Need to login to receive

additional contact
information.

Student Project Disclaimer: Readers of this report are asked to interpret the results and recommendations with
the understanding that it has been developed as a project for graduate-level assistive technology course. The
author is a qualified teacher in an advanced academic program; the contents may be limited by the as-yetdeveloping expertise of the author, time limitations of the course, etc.