No matter how knowledgeable and experienced you are, you cannot do your job without collaborating with multiple people in your school community. You cannot know every student well; therefore, you will need input from others to make informed recommendations when consulting regarding AT. In addition, an AT assessment often requires gathering data in areas outside your own area of expertise. And, of course, AT implementation is a team effort for every student. Therefore, you will be most effective if you develop a team mindset from the start and build relationships throughout your district. Doing so is in your best interest, as well as that of the students you serve.
You cannot do your job without the support of classroom staff. No matter how amazing the technology is or how great the student need, the success of assistive technology use very often depends on whether classroom staff see the value and benefit of it and are committed to supporting it. Of course, staff need training, modeling and experience with assistive technology as well. But the key ingredients to success with AT implementation are listening to and addressing staff concerns related to the selection and logistics of device use.
Any student who is capable of providing input regarding technology selection and use should be allowed and encouraged to do so. It is the student, after all, who will be most affected by the technology use. However, as adults who will be responsible for implementing the IEP, it is important to have everyone on board.
Here are some examples of how you might collaborate with classroom staff:
Collaborating with these experts will be essential for selecting, maintaining and implementing the tools your students need in order to meet IEP goals and objectives. Involve these specialists when consulting with classroom teachers about student needs and performing AT assessments.
Here are some examples of how you might collaborate with therapists and itinerant teachers:
Within the special education department, you must work with all of the coordinators, specialists and administrators in order to do your job effectively.
Here are some examples of how you might collaborate with members of the special education administration:
Licensed specialists in school psychology and ARD facilitators should be experts in special education documentation. Therefore, they can be among your best supporters when it comes to ensuring that AT is properly documented in the Individual Education Plan. Team up with the assessment coordinator to create or review procedures for documenting AT in the IEP system used by your district. Inform the ARD facilitator team of any additional paperwork you would like included in the student’s official record, such as signed equipment loan forms, proof of disability forms for accessible instructional materials, AT trial data forms, etc. They can ask for the forms during IEP meetings and assist you in storing them in the audit folder or uploading to an electronic system.
It’s also a good idea to have a system in place for how a request for an assistive technology assessment will be communicated to the AT team. Discuss the plan with the assessment coordinator, and communicate the information to the ARD facilitator team.
When completing an assistive technology assessment, the results of testing by the LSSP will need to be reviewed to understand the student’s cognitive, social and adaptive skills. It is important to collaborate on timelines for completing assessments and reports, making recommendations, and scheduling IEP meetings.
Whether you are required to work directly with your Technology Department or not, it is highly recommended that you make friends with the supervisors and technicians in this department. They are experts in the equipment and materials being used in your district and can support you in multiple ways.
Here are some examples of how you might collaborate with your Technology Department:
The state assessment compliance staff have the final word on what technology is allowable on campuses during testing. No matter what devices or programs your students use throughout the school year, the technology used on STAAR and other assessments will depend on what the compliance team deems acceptable. This may vary from campus to campus, depending on how each campus testing coordinator perceives the technology being proposed and TEA’s acceptable technology guidelines.
Your first job will be to review TEA’s guidelines on acceptable technology use during state testing. Your second job will be to communicate with the district’s testing compliance team to come to an agreement regarding the technology that meets both the needs of your students and TEA rules. Next, you will need to figure out the steps necessary to make the acceptable technology available and operable on the day of testing. This may involve collaborating with the Technology Department, as well as campus individuals. It is recommended that you start this process sooner rather than later, since you will need to communicate your plan widely, as well as educate students and staff on how to use the technology on the day of testing.