Pasco+-+Kim

Do everything you can to learn about new technologies and be open to suggestions from others Do try to make the Assistive Technology process fun for all involved (student, teacher, parent etc..) Do have a back up plan because lets face it....its technology!! Do look at what the STUDENT needs, not what they, the teacher or the parent always want.
 * DO'S & DONT'S (10/29)**
 * DO**

Don't assume anything, what is best in your opinion may not be best for that student Don't always go to a higher technology when a low tech solution is working for the student Don't accept "I can't do it, its too hard or I don't have time."
 * DON'T**

When providing the lowest tech solution you need to consider, does the technology allow the student to perform the task required with ease in his/her educational environment? This is not always a simple question to answer because different technologies can get the task accomplished but the ease with which it fits in the educational environment and the ease in which the student can use the technology also needs to be taken into consideration. Each student will be different, even if considering the same task.
 * CHAPTER 1 (11/5)**

Solutions for Tyler 1) Social stories about appropriate mouse use on the computer that can be reviewed before he uses the computer and throughout the day 2) Modeling by the teacher and hand over hand assistance to Tyler on how to use the mouse appropriately 3) Provide a fidget for his hand so the mouse doesn't become his fidget 4) Positive praise or rewards for appropriate mouse behavior
 * CHAPTER 2 (11/12)**

The IEP team must include any and all Assistive Technology needs that are required for the student to receive a free and appropriate education
 * CHAPTER 3 (11/19)**

You should not list specific brands/items on the IEP You should not list things that are available to every other student in the classroom You should not list accommodations in the goals, they should be listed in the accommodations section

I am not really sure what "Florida's new accommodations" are, but I know that many accommodations are now available to 504 students and students going through the Response to Intervention process. I also know that accommodations that we used to use only for ESE students are now being incorporated to the entire class as a Universal Design technique.

Attending conferences, such as ATIA, help to keep me up to date on the latest Assistive Technology. Additionally**,** communicating with other people in the field, such as other LATS, FDLRS techs, company representatives etc.. help to keep up with new technologies or strategies. Information that can be found on the various Wiki's is a wonderful resource, not only for me but to keep others informed as well. I am able to offer assistance in training on particular software, trouble shoot problems with individual students and classroom situations. I can provide inservices on a number of topics. I do assessments on individual students that are referred to the team. I also offer general support and create materials for teachers throughout the county.
 * CHAPTER 4 (12/3)**

Improvements; Time with colleagues to explore low tech solutions from materials already in the school. (When Patsy and I decided to do a Low Tech/Low Budget type of inservice it was amazing the things we came up with using everyday free or inexpensive objects. One of our favorite inserivces!)
 * CHAPTER 5 (12/10)**

Time to explore new technologies and research what is happening in this county or around the state.

Building a better understanding among members of other areas handled by the AT team

Teammate qualities 1) Gives 100% each and every day to each and every student 2) Motivated to think outside the box to come up with a solution 3)Gets along well with other educators and is able and willing to get "down and dirty" with the the teachers and students 4) Accepts the opinions of others on the team and in the schools 5) Is able to perform many tasks at one time
 * CHAPTER 6 (12/17)**

I feel that we have responsibilities well defined on our team. We choose not to divide the county but divide by specialty. One teacher focuses on the communication aspect, one on curricular aspects, handwriting aspects, students with physical impairments etc.....It seems to work for us and although we all try to keep up to date on the latest and greatest in all areas, when it comes down to it we will refer the teacher to the AT specialist who knows the most about that particular area. We are lucky to have an equipment inventory in place and although the database can not be accessed by all on the team, it works for us. Again, since we split by specialty, the communication person keeps the communication equipment etc..... Shared items are kept on one database but since most of us share an office it works. We are working on the "centralized file cabinet" by trying to put things on a wiki that can be accessed not only by other team members but by teacher around the county. We have an excellent logging database where we put all information about students, training, contact with teachers etc... We were lucky to work with the database specialist in our county to design it just for us. It does have a few glitches, but we are working them out as the year progresses. That is a work in progress. We continue to try to improve out team process each year.
 * CHAPTER 7 (1/14)**

Luckily the AT team was already in existence when I joined and the founding members did a great job of promoting it when it was new. Many ESE teachers in Pasco County are aware of the team and its function and purpose. We still provide inservices, both school based and county based to all teachers, which helps to keep us out with teachers and promoting the team. We also present "mini trainings" at many different meeting meetings (ESE department heads, Assistant Principals, Technology Specialists, Literacy Specialists, ESE Student Achievement Coaches etc...), sharing new news, AT software /hardware or giving some time saving tech tips. Meeting with these diverse groups helps to promote the team not only to ESE teachers but to groups of people outside of ESE who also work with our students in the mainstream.
 * Chapter 8 (1/21)**

In Pasco County each school has an Instructional Technology Specialist. We make sure this person is contacted whenever we are coming to the school to load software on a computer, whether it is a student or teacher computer. I also ask if the tech spec would like to sit in on the training because I know after I leave the teacher will be going to them if there is a problem with the software. I have made an effort to get to know as many of these people as I can, so when I go into a school to integrate some technology for a student I know the person and have built a professional relationship with them.
 * Chapter 9 (1/28)**

I wouldn't say there were any Aha's, but it just reiterates what we say all the time. Many many many teachers, administrators and ESE supervisors want to jump right to the Assessment step, before we have even had a chance to meet with the team of teachers and brainstorm ideas. Then we have a referral that has to be acted on formally, since the parents were already contacted. We have tried to set up an AT/CORE liaison at each school, so school based people would have someone at their school to go to, who could contact us if necessary. It was worked to an extent, but sill needs to be worked on in the coming years.
 * Chapter 10 (2/4)**

The line......wish it was that easy. We strive to see kids on a first come first served basis, but are bombarded by requests by supervisors to make certain cases a priority. IT is something we work at each and every year. I was also fascinated by the "keep it secret" section. We have worked and worked in the last few years to make out referral form more accessible to all teachers, it is interesting to read another point of view, keeping it secret so they have ton come for the consultation first, before submitting the referral.
 * Chapter 11 (2/18/2011)**