AT Team

Alli Vice

Current Projects

Implementing, Implementing, Implementing! We are so lucky to have all kinds of new technology which is positively effecting the way our students learn, from the introduction of the Unique curriculum to utilizing new SmartBoards to create interactive lessons it is truly an exciting time in Acadia.AT Success StoriesThe implementation of Unique has changed so many of our students academic learning. We have many who can now read either independently on modified level or with the aid of symbols. The pride on their faces after completing activities is impossable to miss. We are also utilzing our new SmartBoards and creating interactive lessons. Kurzweil has also been implemented in the parish and is making such a difference.






1. District Demographics

· Population of Students: 9,572
· Population of Students with Disabilities: 1,269
· Economic Status: 68.5% of the students are on free and reduced lunch.
· Total Number of Schools: 33 (includes private schools)

List of Schools by Type: K-12, Alternative School, Headstart Program, Type 2 Alternative School, Homebound Pre School

Kindergarten Schools
Central Rayne Kindergarten

Crowley Kindergarten
Elementary Schools
Branch Elementary School

Church Point Elementary School

Egan Elementary School

Estherwood Elementary School

Evangeline Elementary School

Iota Elementary School

Martin Petitjean Elementary School

Mermentau Elementary School

Mire Elementary School

Morse Elementary School

North Crowley Elementary School

Richard Elementary School

Ross Elementary School

South Crowley Elementary School
Middle Schools
Armstrong Middle School

Church Point Middle School

Crowley Middle School

Iota Middle School
High Schools
Church Point High School

Crowley High School

Iota High School

Midland High School

Rayne High School
Alternative
Acadia Parish Alternative School

· Number of Teachers: 506
· Number of Special Education Teachers: 83
· Number of Support Personnel: 67


2. District Geography


Acadia Parish is a rural parish, with Crowley being the Parish Seat. Schools are located throughout the parish varying from 1.3 to 23 miles away from Crowley. To overcome travel issues and ensure proper classroom support, procedures such as remote computer access have been implemented to allow AT service providers the ability to correct software issues and provide support from a remote location. Online trainings and “How To’s” will also be available to provide additional support on specific assistive technology equipment and strategies, allowing information to be available to teachers as needed.

3

Current AT status: Include reference to the make-up of the AT team, AT procedures, AT professional development activities, AT resources that are currently available in the district. If the district has documents such as procedures, calendar of PD, web pages, or resources. Include copies in the portfolio (or active hyperlink).
· Make up of AT Team: Acadia Parish is currently undergoing a change in Assistive Technology Staff and the current team consists of an Assistive Technology Strategist.
· AT Procedures: Acadia Parish has written assistive technology policies and procedures (Included in next section).
· AT Professional Development Activities: Teachers are trained on new assistive technology software and strategies as they are adopted by the parish. Additional training is held on an individual basis as needed. Teachers are also encouraged to attend the state assistive technology conference each year. The Assistive Technology Strategist has many opportunities to attend trainings on the latest equipment and strategies. In addition the strategist attends bi-monthly regional assistive technology meetings with other district Assistive Technology Coordinators to discuss regional issues and share knowledge.
· AT Resources Currently Available in the District: Acadia Parish’s
resources include but are not limited to the following:
Boardmaker, News-2-You, Unique, Intellikeys, touch screen computers, computers, scanners, Alpha Smarts and NEOs, augmentative communication devices, iPod Touches with Proloque2Go, switches, trackballs, Individuals trained in PECS, laptop computers, Kurzweil, Smart Boards and various additional computer software programs.

4. Summary of Assistive Technology Data Acadia Parish School District utilizes the Assistive Technology Tracker to track the use and maintenance of its equipment as well as support, training, referrals and evaluations needed by individuals and staff to appropriately provide assistive technology services to all in need.4. Summary of Assistive Technology Data Acadia Parish School District utilizes the Assistive Technology Tracker to track the use and maintenance of its equipment as well as support, training, referrals and evaluations needed by individuals and staff to appropriately provide assistive technology services to all in need.



B

Identify the AT team membership and the role of them.
Assistive Technology Strategist: Maintains and tracks all data concerning equipment, implementation and supports of assistive technology services. Train and support teachers, students, and care givers on the use of Assistive Technology equipment and strategies. Keeps up with changes and trends in assistive technology equipment, strategies, and procedures. Creates Assistive Technology service policies and procedures for Acadia Parish Schools.

C. Organization of Assistive Technology Services

A flow chart or description of how AT services are accessed within the district.


ATflowchart.jpg



II. Framework for Assistive Technology Planning

Before completing the plan, identify the following:

1. Where Do We Want To Go with Assistive Technology?

Provide a statement that indicates what the district AT will look like in 5 years
In 5 years Acadia Parish will have a systematic consideration and referral process for assistive technology. Assistive Technology strategies will be appropriately and consistently implemented for a variety of needs in all classrooms. Each teacher and administrator in Acadia Parish will have knowledge of assistive technology and its importance in the education of students.

Provide a statement that indicates how the district expects to achieve the above.
Promote awareness and provide training to teachers and administrative staff. Conduct classroom visits and provided in depth classroom support and hands on training to teachers and other support staff.

3. District Assistive Technology Mission Statement.

The mission of the ___ District is to (Is there any link with the district technology or UDL mission?)
Acadia Parish will properly identify, support and train individuals who are in need of Assistive Technology in order to support educational growth in all students.

4. District Assistive Technology Vision Statement

Learners will …. (Is there any link with the district technology or UDL mission?)
Acadia Parish embraces students using any modality available in order to participate in and receive the most of their education daily.

5. Long Range Goals

Acadia Parish Special Education Department will properly identify and provide appropriate support to students and teachers in need of assistive technology services in a timely manner.


6. Student Assistive Technology Goals

The process of assistive technology planning begins first with answering the question “What do we want ___ students to do with assistive technology?” If you use national, state and local standards or QIAT indicators list those.
Acadia Parish students who qualify for AT will access their appropriate grade level educational curriculum to achieve national, state and local standards (using extended standards when necessary) through the use of appropriate AT.

7. Staff Assistive Technology Goals

What are the assistive technology goals for staff? Identify different levels of staff that need to be considered: Administrators, Special Education Teachers/Service Providers, Regular Education Teachers, Assistive Technology Staff, Pupil.
Appraisal, etc.
Supervisors will:
· continue to participate and provide guidance as new assistive technology policies and procedures are created and implemented in Acadia Parish.

Administrators will:
· become more aware of what Assistive Technology is.
· have some knowledge of AT laws.
· gain knowledge of what AT equipment and services Acadia Parish provides.
· gain knowledge of who is using AT in their schools.
· support and enforce use of AT equipment or strategies documented on the IEP.

Special Education Teachers/Service Providers will:
· demonstrate basic knowledge of available AT services and equipment.
· have necessary support and training to properly implement AT in their classrooms.
· will provide students with increased opportunity to utilize AT.
· will incorporate AT into daily lessons.

Regular Education Teachers will:
· will utilize AT properly in their classroom.
· become more aware of what AT services are.
· will gain knowledge of what AT equipment and services Acadia Parish School Board (APSB) provides.
· will gain knowledge of AT that is used by students in their school/classroom.
·
Assistive Technology staff will:
· provide knowledge, support and training to Supervisors, Pupil Appraisal personnel, and special and regular education teachers in order to improve the use and proper implementation of AT services in Acadia Parish.

Pupil Appraisal will:
· become more aware of what AT services are
· have some knowledge regarding AT law.
· gain knowledge of AT equipment and services currently available in Acadia Parish.
· gain knowledge of who is using AT in their assigned schools
· utilize AT equipment/strategies when appropriate during testing to allow students to adequately respond during evaluation testing. (ex. Use of augmentative communication device during oral answer section of evaluation)
· consistently consider all individuals for AT services.

Parent/Family will:
· provide feedback regarding recommended AT service/equipment/strategies during evaluations or IEP.
· become an active part of their children’s educational process and integration of AT equipment/strategy.
· provide home communication needs information with children who use augmentative communication devices.
· train on the use and maintenance of any AT equipment or strategy used by their child.
· encourage/use recommended AT equipment or strategies at home with their child.
· contact the AT team if there are concerns, questions, comments concerning home AT use.

II. Framework for Assistive Technology Planning

Before completing the plan, identify the following:

1. Where Do We Want To Go with Assistive Technology?

Provide a statement that indicates what the district AT will look like in 5 years
In 5 years Acadia Parish will have a systematic consideration and referral process for assistive technology. Assistive Technology strategies will be appropriately and consistently implemented for a variety of needs in all classrooms. Each teacher and administrator in Acadia Parish will have knowledge of assistive technology and its importance in the education of students.

Provide a statement that indicates how the district expects to achieve the above.
Promote awareness and provide training to teachers and administrative staff. Conduct classroom visits and provided in depth classroom support and hands on training to teachers and other support staff.

3. District Assistive Technology Mission Statement.


The mission of the ___ District is to (Is there any link with the district technology or UDL mission?)
Acadia Parish will properly identify, support and train individuals who are in need of Assistive Technology in order to support educational growth in all students.

4. District Assistive Technology Vision Statement

Learners will …. (Is there any link with the district technology or UDL mission?)
Acadia Parish embraces students using any modality available in order to participate in and receive the most of their education daily.

5. Long Range Goals

Acadia Parish Special Education Department will properly identify and provide appropriate support to students and teachers in need of assistive technology services in a timely manner.


6. Student Assistive Technology Goals

The process of assistive technology planning begins first with answering the question “What do we want ___ students to do with assistive technology?” If you use national, state and local standards or QIAT indicators list those.
Acadia Parish students who qualify for AT will access their appropriate grade level educational curriculum to achieve national, state and local standards (using extended standards when necessary) through the use of appropriate AT.

7. Staff Assistive Technology Goals

What are the assistive technology goals for staff? Identify different levels of staff that need to be considered: Administrators, Special Education Teachers/Service Providers, Regular Education Teachers, Assistive Technology Staff, Pupil.
Appraisal, etc.
Supervisors will:
· continue to participate and provide guidance as new assistive technology policies and procedures are created and implemented in Acadia Parish.

Administrators will:
· become more aware of what Assistive Technology is.
· have some knowledge of AT laws.
· gain knowledge of what AT equipment and services Acadia Parish provides.
· gain knowledge of who is using AT in their schools.
· support and enforce use of AT equipment or strategies documented on the IEP.

Special Education Teachers/Service Providers will:
· demonstrate basic knowledge of available AT services and equipment.
· have necessary support and training to properly implement AT in their classrooms.
· will provide students with increased opportunity to utilize AT.
· will incorporate AT into daily lessons.

Regular Education Teachers will:
· will utilize AT properly in their classroom.
· become more aware of what AT services are.
· will gain knowledge of what AT equipment and services Acadia Parish School Board (APSB) provides.
· will gain knowledge of AT that is used by students in their school/classroom.

Assistive Technology staff will:
· provide knowledge, support and training to Supervisors, Pupil Appraisal personnel, and special and regular education teachers in order to improve the use and proper implementation of AT services in Acadia Parish.

Pupil Appraisal will:
· become more aware of what AT services are
· have some knowledge regarding AT law.
· gain knowledge of AT equipment and services currently available in Acadia Parish.
· gain knowledge of who is using AT in their assigned schools
· utilize AT equipment/strategies when appropriate during testing to allow students to adequately respond during evaluation testing. (ex. Use of augmentative communication device during oral answer section of evaluation)
· consistently consider all individuals for AT services.

Parent/Family will:
· provide feedback regarding recommended AT service/equipment/strategies during evaluations or IEP.
· become an active part of their children’s educational process and integration of AT equipment/strategy.
· provide home communication needs information with children who use augmentative communication devices.
· train on the use and maintenance of any AT equipment or strategy used by their child.
· encourage/use recommended AT equipment or strategies at home with their child.
· contact the AT team if there are concerns, questions, comments concerning home AT use.

III. Assistive Technology Plan Action Steps

– Identify Goals based on the current data and information above.
Objectives- Identify objectives to complete the goals listed. Use measurable terms.
Action Items-Responsible Party- How will the district complete the objectives
Funding/ Resources – Timelines - Personnel Responsible - Evaluation

Action Plan

Goal 1: APSB will appropriately identify, assess, train and support students in need of assistive technology in Acadia Parish as indicated by data presented yearly.
Objectives:
1. AT Strategist will conduct observations of students already receiving AT services to determine if additional training or support is needed and records of the observations will be entered into the AT tracker data base by September 2010.
2. AT Strategist will arrange and conduct class visits to all sever profound/ mild moderate classrooms to determine what AT is currently being used and if additional support, training, or evaluation is needed by December 2010.
3. AT Strategist will complete AT evaluations and provide training and support to students and staff on an ongoing basis and services will be tracked using AT tracker and data will be interpreted yearly.

4. AT Strategist will collect AT data on assessments, training, and support provided for the 2010-2011 school year to serve as baseline data for future AT comparisons as evidenced by generated report in May 2011.

5. AT Strategist will provide Supervisor with data concerning AT evaluations, services, AIM considerations, IEP attendance, RTI requests and support and training needs yearly.

Goal 2: APSB will provide initial training and support concerning policies/procedures and implementation of assistive technology to all APSB special education staff by May 2011.
Objectives:
1. APSB Special Education Supervisor, AT Strategist and Facilitatorswill meet to create uniform policies and procedures regarding the AT consideration/referral process as evidenced by documentation of approved procedures by May 2011.

2. APSB staff will be trained on the appropriate procedure for AT consideration of all students in need of initial or re-evaluation as evidenced by appropriately filled out APSB AT Checklists by May 2011.

3. APSB special education staff will receive ongoing training opportunities throughout the school year in a variety of modalities including but not limited to online, one-on-one and hands on trainings as well as opportunities to attend the annual state AT conference as evidenced by staff attendance sheets by May 2011.

Responsible Party
The Special Education Supervisor, Assistive Technology Strategist, Pupil Appraisal, teachers and staff that work with students all have a role in achieving the above objectives. The Assistive Technology Strategist will be responsible for collecting and reporting the data.

Funding/Resources
The special education department will provide funds when needed and/or necessary.

Timelines
All objectives will begin in August 2010 and data gathering will end in May 2011 for this report.

Personnel Responsible
The Special Education Supervisor, Carol Tall will certify that the above plan is implemented and goals and objectives are appropriately completed in May of 2011. The Assistive Technology Strategist, Allison Vice will be responsible for carrying out the components of the plan, gathering data and reporting it to Carol Tall.

Evaluation
Data will be tracked and reports will be generated using AT tracker software. Documentation via sign in sheets for meetings, meeting agenda outlines, e-mails will also be documented and tracked using the above software.

6. Assessment and Evaluation of the Plan

Continuous Improvement and Evaluation
Plan for Evaluation of the District Assistive Technology Plan.
Identify how the district will evaluate the effectiveness of the plan; collect supporting data and target dates for evaluation to occur.
Reporting to Stakeholder Identify how the district will report evaluation
The plans effectiveness will be evaluated through the interpretation and gathering of data throughout the school year. This year’s data will also serve as baseline data for future comparisons in order to track improvements and growth in assistive technology services in Acadia Parish.
· Documentation of AT consideration for all initial and re-evaluations as well as on IEPs will serve as indication of success training of policies and procedures for the 2010-2011 school year.
· Documentation of meeting with supervisors and copy of data concerning AT evaluations, AIM considerations, IEP attendance, RTI requests and support and training.

Reporting Stakeholder:
The Special Education Supervisor has entrusted the Assistive Technology Strategist with the responsibility of maintaining this plan and reporting the information. Upon approval by the Special Education Supervisor, the At Strategist will consult with the Region IV AT center as needed concerning the proper procedure to report the parishes’ findings.