HoyK – AT Implementation Plan and WATI Form

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, and hearing)?
Document by checking each relevant task below. Please leave blank any tasks that are not
relevant to the student’s 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 WATI’s 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 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.
Motor Aspects of
Writing
Computer Access

Composing Written
Material
Communication

Reading

Does not complete task Does not currently use Because this student
Organization with accommodations. assistive technology. is entering 8th grade,
he needs a
dependable way to
manage time and
break down complex
assignments and
tasks. Because the
school district is a G
Suite system, the use
of Google Calendar
will be tried as an
assistive technology.
 HoyK – AT Implementation Plan and WATI Form

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.
Math

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.

This student needs the use of a digitized calendar to organize and manage his workload. He will need access
to a computer/laptop, a smartphone, and the district-owned G Suite for Education apps that contains Google
Calendar.

Assessing Students’ Needs for Assistive Technology (2009)

 HoyK – AT Implementation Plan and WATI Form

Assistive Technology Implementation Plan

STUDENT INFORMATION
Student Name Grade Date of Birth

School Date AT Plan Review Date

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

Mr. Childs will keep Implementation Plan updated

EQUIPMENT
EQUIPMENT AND SOFTWARE TO BE USED STATUS (e.g., owned by school, will purchase, will borrow, etc…)
Chromebook Owned by school, student is assigned Chromebook to use all day

iPhone Owned by student

Google Calendar Owned by school through G Suite for Education

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

Mrs. Perkins English teacher

Mr. Childs Special Education teacher
Mrs. Wilson Media Specialist
Mrs. C Parent
Mrs. Hoy School instructional coach

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.)
Assign student Chromebook Mrs. Wilson August 2, 2017
Install Google Calendar app on student phone Mrs. Hoy/Mrs. C June 23, 2017
Set up Google Calendar Mrs. Hoy June 23, 2017
 HoyK – AT Implementation Plan and WATI Form

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

Google Calendar web platform Student/Teachers Mrs. Hoy June 23, 2017 August 31, 2017
August 1, 2017 Ongoing as needed
Google Calendar app Student/Parent Mrs. Hoy June 23, 2017 July 5, 2017
July 14, 2017
Ongoing as needed

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)
Will maintain a daily calendar using All Curriculum Domains Student/Reg Ed Chromebook, Internet Access, Google
Google Calendar Teachers/Special Ed Calendar
Teachers

HOME 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)
Will maintain a daily calendar using All Curriculum Domains Student/Parent iPhone, Internet Access, Google Calendar
Google Calendar Home Life Events

MONITORING/EVALUATION
GOAL 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)

(From IEP) Use Google Calendar for I do-We do-You do; follow- Weekly calendar checks to see Student
80% of assignments up checks what items were entered and Reg Ed Teacher
notifications used Special Ed Teacher
 HoyK – AT Implementation Plan and WATI Form

Assistive Technology Evalulation #3

According to the Iris Center from Vanderbilt University, “AT is any device or service that helps a
student with a disability to meet his or her individualized education program (IEP) goals and to
participate in the general education setting to the greatest possible extent” (Iris, 2010). I began
working to train a rising 8th grade student on using Google Calendar as an Assistive Technology on
June 23, 2017. During the training session, he was very engaged in learning how to use Google
Calendar, so much so that he would make up random events just to test out the features. He became
very familiar with many of the standard features, including color-coding, repeating events, and setting
notifications. We had trouble setting up his iPhone to alert him when an upcoming assignment was
due, but he was determined to figure it out. We set up numerous test alerts and included his mom and
grandmother in the alerting system. During the initial learning phase, he said, “this is cool!” and “look
what I can do here.” We closed the session by breaking down his summer English project into
manageable chunks. He put the assignment sections into his calendar on his own and made sure the
notifications were set.

We met again through a videoconferencing session on July 5, 2017, less than 2 weeks after initially
learning Google Calendar. At that session, the student was less enthusiastic, saying that many of the
notifications he had set didn’t work. After some troubleshooting, we discovered that he had set many
of the project chunks as multi-day events, some spanning an entire week. The notification only alerted
at the start of that event instead of reminding him daily. Going forward, he is supposed to set small
daily assignments or late afternoon and evening notifications to check all of his daily assignments.

Our final meeting was on July 14, 2017 to reflect on the process and determine if using the Google
Calendar would be a priority for next school year. Based on a Google Form survey that the student
completed to give me specific feedback, he thought Google Calendar was easy to use by giving it an 8
out of 10. His two favorite features of Google Calendar were being able to color code the events and
add guests to his calendar. When asked if Google Calendar could help him organize his work for next
school year, he gave a score of 6 out of 10. Based on his verbal response on July 14th, it seems like he
would like more time to experiment with Google Calendar and get in the habit of using it on a daily
basis. His mom mentioned that she hopes to encourage the use of Google Calendar by checking his
calendar frequently. Since the project we were using to implement Google Calendar isn’t due until the
first day of school, I do not have data related to how well he completed his assignment. I can report
that he used Google Calendar to set reading benchmarks for the novel he was required to read.

The IRIS Center. (2010). Assistive Technology: An Overview. Retrieved

from https://iris.peabody.vanderbilt.edu/module/at/