Hernando+-+Kristin

Introduction
I do consider myself as a FDLRS Tech/HRD to be an AT "professional developer" (PDer) - trainer is an old term that is now considered someone who trains animals not people. I do try to "skip around" and infuse AT in both my HRD and Tech PD. I do try to make PD FUN! I do try to take every opportunity to learn more about AT and share my knowledge.
 * Do's:**

I do not have all the answers! I do not share my knowledge with ONLY ESE teachers. Many general ed teachers attend the PD work I do. I do not do AT evaluations.
 * Dont's**

Chapter 1
I need to work with other professionals to determine the AT that is simple and easy to implement for the student. After all, it will be other people who will be working directly with the student.

Chapter 2
I would recommend that we analyze why Tyler is clicking. As stated, there could be a number of reasons. Next, provide Tyler with a strategy or task analysis of the desired response. I like the idea of watching a short video - maybe using a flip video to record the appropriate responses Tyler makes.

Chapter 3
IEP teams need to consider any device or service that provide access for students to achieve their IEP goals for FAPE. It is best if the team drafts their own comprehensive list rather than relying on some pre-made check list.

It was recommended that AT not be written into the Goals. This didn't make sense to me at first, but the examples with non-electric equivalents helped. They note that it is better to just state the goal without mention of the tools and list the tools as accommodations.

I really liked that they discuss Differentiating Instruction and UDL. All teachers need to consider the needs of ALL learners when they plan lessons.

Florida's new FCAT Accommodations don't offer a list. THe new manual notes that the description of AT is not exhaustive and that some AT may need to be pre-approved by the Commissioner of Education.

Chapter 4
It's important to try to keep up with ever changing AT. I get the SETP journal (Special Education Technology Practice). I have also been able to attend the FDLRS Tech conferences, regional FDLRS conferences, and FETC.

I try to share what I learn in Professional Development. We've been lucky in Hernando to get 2 days to work with one teacher from each school to share info! We also try to make our FDLRS Technology FIT meetings an opportunity to learn new information from each other.

Chapter 5
Like many others I expect, we could use more people on our team! We have started to work with school-based teachers to share AT info. we call these teachers our ATCs. We've developed our wiki so that they can share resources and have one site to get resources. http://atc-hernando.wikispaces.com/

I really liked the story in this chapter about the AT trainer thief! We do need to "steal" everything - that's also a Harry Wong "ism"!

Chapter 6
I like the list on Page 70! I would have probably put "is knowledgeable about AT" higher on the list if I hadn't read the reasons why they didn't!

Chapter 7
Gail & Caitlin have had to re-define their roles recently because of Gail needing to provide Speech Therapy. It helps that the 3 of us meet frequently to plan professional development, so we can brainstorm responsibilities and procedures.

We need to work on PR! We have a good rapport with teachers, but we need to develop better relationships with ESE administrators.

Chapter 8
Loved this chapter! I totally agree that an AT team needs to promote the work they do! We work so hard helping kids get the AT they need. Our Hernando AT team has started our website. http://atc-hernando.wikispaces.com/ It does have a logo and we post our handouts, weblinks and much more there! We need to continue to build on this effort!

Chapter 9
I agree that there should be a blending of AT and IT roles! Gail Petrjick has pointed this out many times in our district. She recently presented info on AT to our District technology instructional staff!

Chapter 10
I appreciate the references on what to write on the IEP. On pages 148-149, a rational is provided for why an IEP team should only write AT Eval on the IEP. IEP teams should not write AT consultation. I know that Gail will love that they point out to NEVER request an AT eval without a consultation first!

Chapter 11
I liked... • the comparison of Consultation vs. Evaluation on page 162. • their thoughts about "Every Request Is Appropriate" - page 168. It's important to keep in mind what is simple to those of us who know AT, may not be so simple to others! • First Come, First Served - page 170. It could get messy when we start to prioritize need! (Hard not to though!)