Writing AT - Provision and Accountability Step 5

Writing AT  - Provision and Accountability [Step 5] 

Step 5 provides guidance for provision and accountability for writing AT as included in the IEP. After a student has been identified as requiring assistive technology, it is important to ensure that the student has access to that AT and to the supports that are required for effective use.  This step provides planning guidance and paper and digital tools to provide a record of provision, use and interventions and supports . This record can be used to assist in identification of trends in provision and nonprovision  and use and to help guide interventions to support maximum effective access and use.  

It is important to consider that the goal of this step is to provide 100% access to the AT as required. The standard that is applied to a typical writer's access to the ability to produce writing  must be the same standard that is applied to the student who requires access to specialized writing tools and support. The typical writer cannot and should not be denied access nor should the student who requires writing AT.   Without use of a voluntary accountability system, it will not be clear when the student's assistive technology for writing is available and supported and when it is not. For students who require this type of AT, sporadic provision can result in limited use because of availability and an inability to rely on the presence of the tools required for writing. To build successful use of AT for students who are not able to write effectively and productively without the AT,  it is important to document the consistent and timely provision of the AT and to provide the student supports that are required for effective use. 

Use the Documentation of Completion of the 5-Step Process for all Students to document these steps/activities for all students within a caseload or roster. For district-wide accountability, use the 5-Step Writing AT Process Documentation for District - Sheet 1. 

When a device is required by a student, it is critical to plan and monitor the provision of that device and required support.  Google forms provide a simple tool for the development, collection and review of many types of data.  The following provides examples of documents you can use to monitor your provision of the assistive technology devices and supports required by the student.  Plan to periodically (e.g. 1x/week) monitor the data, identify and address trends in non-provision (e.g. a repeated reason that the device is not available)..