The SETT Framework

Student: ____Sample Student_________________________________________ Date: ______7/12/18_____________________

Student Environment Task Tools

General Information Student is in a primary,

 First grade student
 Family speaks
Spanish at home
 No ESOL services at
this time  Student is not
 Expresses interest in
writing – enjoys
tracing his name,
What we know
Student is learning Low Tech Tools:
Communication and modified and adapted first  Manipulatives for
Learning Support grade content hands on instruction
Classroom  Visual supports with
Reading directions
 Identify characters  Number and letter
included in any from a story (using cards for emerging
general education at direct matching skills practice
this time pictures and non-  Common objects

drawing smiley faces  Self-contained identical pictures) flash cards to build

 Enjoys stacking special education  Answer simple WH- vocabulary
blocks, lining up toys room questions with knowledge
 Four adults in visual cues  Token board for
Strengths classroom available (redirecting back reinforcement
 Follows class routine for support into the story to  Pencil grip for
independently look at pictures) emerging writing
(checking schedule, The classroom:  Sequencing events skills
beginning to work)  A class of 8 first and from a story using  Highlighter tape for
 Works second grade picture cards key words
independently on students, all  Beginning exposure  Build basic sign
familiar tasks diagnosed with ASD. to sight words as language knowledge
 Responds to positive 2 students are well as names of  Use of boardmaker
reinforcement and verbal. 5 students common objects symbols
praise have high-tech  Picture schedule
Math  First-then cards
  Works well with communication  Sequencing  Picture exchange
familiar adults and devices. numbers (1-10)
seeks affection from  Classroom is set up  Matching numbers High-Tech Tools:
them into stations – to sets for the  Text to speech
 Responds to visual computer, sensory, numbers 1-10 software
cues and can follow teacher time,  Beginning exposure  Communication
simple directions independent work, to addition device with LAMP
“turn on the lights”, work binders problems (receiving app
“get the bag”, “clean  Students use picture assistance in setting  Bookshare
up” schedules and up math problems)  Classmate Reader
 Gets attention of picture cards to  Identifying shapes,
adult and gestures to match them to the matching shapes to
things he wants correct location their shape names
(cookies, juice box) (taking a pink card  Finishing and
from his schedule extending patterns
Needs: and going to the
 Non-verbal, deficits pink station) Other
in speech and  Each student has a  Following
language desk facing the front directions,
 Becomes frustrated board for Calendar especially changes
with changes in time in routine
routine (field trips,  Snack table  Working with peers
fire drills)  Student has his own and interacting with
 Occasionally independent work peers
becomes aggressive station
when he does not get  Has access to a
what he wants computer during his
(pinching, attempting computer rotation
to hit)  Whole group
 Difficulty interacting instruction is
with and relating to delivered to all
peers – does not
 engage in play with students at the
other children small table
 Difficulty with
academic content,
particularly
language-based
activities (reading,
health/science/social
studies)

Developed by Joy Zabala