Task

A. If currently B. If currently C. Describe new or

completes task with completes task with additional assistive
special strategies and assistive technology technology to be
/ or accommodations, tools, describe. tried.
describe.
Use of a multiplication chart Use a calculator Ipad with pertinent apps
Math One-on-One lessons to will be provided extra
check for understanding as lessons and practice as
needed well as a way to
Use of notes participate in class.
Prompts

Recreation and
Leisure

Activities of Daily
Living (ADLs)

Mobility

Positioning and
Seating

Vision

Hearing

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.
Student will be taught how to navigate the various apps that shell be using. Parents will also be taught how to use the
device and apps.



Assistive Technology Implementation Plan
STUDENT INFORMATION
Student Name Grade Date of Birth
Anna L. 7th 07/19/2002

School Date AT Plan Review Date

World Language Academy 2/23/2015 3/6/2015

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

Iliana Lourie- Math teacher finding the apps that will help
Anna and will contact teachers that help her in this subject.

EQUIPMENT
EQUIPMENT AND SOFTWARE TO BE USED STATUS (e.g., owned by school, will purchase, will borrow, etc)

Ipad with specific apps to help student with review and practice of the Owned by the Special Education teacher.
concepts. Also, apps that will allow Anna to participate in the
classroom.

HMH Fuse School has a license that can be downloaded onto the ipad

IMPLEMENTATION TEAM
NAME (List all individuals who will implement the AT with the student.) ROLE (e.g., administrator, teacher, family member, service provider, etc)

Iliana Lourie Classroom Teacher

Rene A. Support Classroom Teacher
Jackie H. Special Education Teacher (service provider)
Angela L. Mother

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.)
Specific apps will be downloaded for the goals in the math classroom Iliana Lourie February 23rd

Purchase protective case for the ipad Jackie H. February 23rd

TRAINING
TRAINING NEED
Student will be trained on how
to use the device and the
apps
Support teacher will receive
information about the apps
and needed training
Special Education Teacher
will receive training on the
specific apps and how they
work.
Parents will receive training on
the apps necessary to
complete the tasks.
Troubleshooting of the apps
CLASSROOM
IMPLEMENTATION
IEP GOAL
Anna will be able to independently
complete weekly assignment with
80%.
Anna will participate in class 80%
percent of the time.
HOME
IMPLEMENTATION
IEP GOAL
Anna will be able to independently
complete weekly assignment with
80%.
MONITORING/EVALUATION
GOAL
Anna will be able to independently
complete weekly homework with
80%.
Ann will participate in class 80%
percent of the time.
TRAINEES TRAINER DATES & TIMES FOLLOW UP / ALONG PLAN
Anna Iliana Lourie February 27th during As she works in class, she will be given
zero period. help as well as during after school.
Rene Iliana Lourie February 27th As they continue to ask questions we
Planning period can continue to discuss the
functionality of the apps
Jackie Iliana Lourie February 27th As Anna continues to use the apps, we
Planning period will touch base on the functionality of
the apps
Mother Jackie Holcomb March 2nd - after Jackie will continue to stay in touch
school parent with parents regarding the success of
meeting this AT
Anna Mrs. Holcomb and as needed
Mrs. Lourie
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)
Math Rene A Ipad with the following apps for review and
practice: Blendspace, Learnzillion, and
HMH Fuse
Math Jackie H and Iliana Lourie Ipad with the following app for classroom
interaction
Nearpod
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)
Math Mother Anna will go back to the specific lessons
assigned through Blendspace , Learnzillion
and HMH Fuse to address the concepts in
the homework assignment.
INSTRUCTIONAL STRATEGY RECORDING SYSTEM & FREQUENCY PERSONS RESPONSIBLE FOR
(How will you teach student to use equipment (e.g., task analysis recording system; score + or - on IMPLEMENTATION / DATA COLLECTION
and/or how to achieve goals.) data recording sheet)
Modeling, guided practice Weekly progress monitoring of Math teacher/SpEd teacher
and independent practice. the assignment.
Reinforcement through
games.
Repetition of concepts.
Modeling, guided practice Nearpod participation anaylitics, Math teacher/ SpEd Teacher
and independent practice. daily
Reinforcement through
games.
Repetition of concepts.


Assistive Technology Evaluation

After three days of the initial time Anna received the assistive technology, she reported that she felt it
was helpful to have it available when there were no teachers around. She said it allowed her to
refresh her memory with what had been taught in class. She expresses some challenges when
navigating the Blended Space application, but felt very comfortable using the other two applications
intended for review and practice. Anna had some initial struggles with the application intended for
classroom participation, Nearpod, but after some practice she became more efficient. She expressed
that she liked it.

The Special Education teacher reported that she observed Anna was enthusiastically engaged using
the assistive technology. This was also consistent with the observations of the Support Math and
General Math teachers. Mrs. Lara reported she made sure Anna was using her Ipad to review Math
concepts and that her daughter seemed confident about her answers.

The baseline for weekly assignment from the week prior to the implementation of the assistive
technology was of 67%. After a week of using the assistive technology, Anna was able to complete the
weekly assignments with a 74% accuracy. The amount of questions and DOK level of the concepts
was consistent in both weeks. Also, as determined by observation and tally marks, Ann participated
40% of the time in classroom discussion and activities. After the implementation of AT, she
participated an average of 72% as measured by the analytics of the application.

Although Anna did not meet the goals set by her IEP, she made some gains in the week in which the
assistive technology was implemented. Anna experienced a learning period that might have slowed
down the effectiveness of the tool. However, based on the results of the data presented, over a period
of time, the assistive technology implemented can increase the effectiveness in helping her perform
the intended tasks.