Evaluating Assistive Technology Needs

Step 1: Pre-Referral Process

It is the primary responsibility of the student’s Case Manager along with the assistance of other related service providers to utilize the Assistive Technology Screening Checklist. AT evaluations will not be completed prior to the completion of the AT Screening Checklist by the student's ARD committee.

When completing the Assistive Technology Screening Checklist, the Case Manager and other involved school personnel should:

• • 1. Gather information related to the student, program, and environmental factors.  Identify areas that are keeping the student from accessing the general curriculum.

    2. Considering the area(s) identified in step one, and determine whether or not the student can accomplish the required task with any special strategies, accommodations, or technology already in use within the classroom.

    3. Based on the information gathered from step one and step two, determine if the student requires Assistive Technology to complete the task identified. (Refer to the list of possible AT resources for examples of possible Assistive Technology solutions.)

Step 2: ARD Committee’s Consideration of Assistive Technology

The ARD committee will complete the Assistive Technology Screening Checklist at or prior to the REED meeting and attach it to the student’s IEP.

Possible conclusions of the screening process include:

• 1. The student independently accomplishes required tasks within the relevant instructional or access areas using standard classroom tools.  Assistive Technology is not required.

  2. The student accomplishes the required tasks within the instructional or access areas using standard classroom modifications and accommodations that are currently in place.  Assistive Technology is not required.

  3. The student accomplishes the required tasks within the relevant instructional or access areas with Assistive Technology that is currently in place. Assistive Technology is required.  (Document currently used AT devices and services in the IEP. Monitor the use of AT and make changes as needed.)

  4. The student cannot accomplish the required tasks within the relevant instructional or access areas with modifications, accommodations, and/or Assistive Technology that are currently in place.  More information is needed.

     1. • If the ARD committee knows of and has access to potential Assistive Technology solutions but is not sure of their effectiveness for the student, trial use of the identified Assistive Technology solution may be documented in the IEP. Following the trial use period, the results of the trial with a description of the appropriate Assistive Technology device should be documented in the student’s ARD document, if the ARD committee determines that it is required for FAPE. 

        • If the ARD committee is not sure if the student requires AT, does not know of potential AT solutions, or does not have access to potential Assistive Technology solutions, a referral for consultation (NOT evaluation) should be made to the HCSSA Assistive Technology Coordinator/Team for a student/classroom consultation (See below). 

The outcomes of the consideration process will be documented in the student's ARD document. 

If needed, Step 3: AT Team Consultation

The ARD committee will request assistance in completing the consideration process when they are unable to determine whether or not the student requires Assistive Technology, or when they are unable to identify Assistive Technology solutions that would be appropriate to meet the student’s needs. An AT consultation must take place prior to an AT evaluation. If student needs are met at Tier 1 or Tier 2 of RTI, a full evaluation may not be needed. At any time, a consultation with the assistive technology team can be requested.

The following procedure will be used for requesting AT Consultation:

• • 1. Refer the student for an Assistive Technology Consultation to the HCSSA Assistive Technology Coordinator/Assistive Technology team using the Request for Assistive Technology Services form

    2. Submit a Consultation Request form 

    3. Submit a Consultation Parent Permission form

    4. Submit a copy of the Student’s current IEP

    5. Submit a copy of the Assistive Technology Consideration and Screening Checklist with all possible sections completed. 

These forms may either be submitted using FERPA-compliant email or directly to the AT Coordinator's mailbox.

After the forms are submitted the AT Coordinator/Team will meet with the person requesting collaboration, observe the student, review records, and help direct the next steps. 

The consideration process may be extended to include an opportunity for the student to use Assistive Technology solutions on a trial basis in order for the ARD committee to obtain information on the potential effectiveness of the Assistive Technology device. When appropriate, the HCSSA Assistive Technology Coordinator and/or AT Team may provide trial equipment.  

Assistive Technology Lending Library 

Hill County Shared Services Arrangement Assistive Technology Lending Library was established to provide short-term loans of assistive technology equipment to be used with students on a trial basis. This requires the completion of a Short-Term Loan Request, which will document device type, individuals responsible for implementation, and duration of trial period. It may be helpful for the IEP team to utilize the included AT Implementation Plan to guide the trial period. After the trial period, data will be reviewed by the ARD committee, who will contact the HCSSA Assistive Technology Coordinator/AT Team to obtain addition technology for trial use if needed.

AT Consultation Results 

If the ARD Committee, in consultation with the HCSSA Assistive Technology Coordinator/Assistive Technology Team cannot identify appropriate assistive technology solutions through assistive technology consideration, the student will be referred for an assistive technology evaluation. Please do not initiate an AT evaluation or complete an AT evaluation without collaborating with the AT team.

Step 4: Referral for an AT Evaluation

An AT Evaluation must be indicated by completion of AT screening checklist prior to or during a REED or NOPE meeting. AT Evaluation may also occur by parent referral.

An AT consultation must take place prior to an AT evaluation. If student needs are met at Tier 1 or Tier 2 of RTI, a full evaluation may not be needed. At any time, a consultation with the assistive technology team can be requested. Please do not initiate an AT evaluation or complete an AT evaluation without collaborating with the AT team.

The following procedure will be used for requesting an AT Evaluation:

• If an evaluation is indicated for a child referred for an initial evaluation, the AT referral should be submitted by the NOPE Committee. 

• If the determination comes after consultation with the AT Coordinator/Team and consideration during the ARD meeting, the Case Manager shall submit the referral.    

• The following must be submitted to the AT Coordinator when submitting a referral for an Assistive Technology Evaluation:

  • 1. Request for Assistive Technology Services form

    2. Request for Assessment (standard SSA procedure)

    3. HCSSA Notice of Proposal to Evaluate & Consent for Full and Individual Evaluation form with Assistive Technology listed

    4. Assistive Technology Consideration and Screening Checklist with all possible sections completed

    5. A copy of the Student’s IEP

• Once this referral is received, the AT coordinator will review the referral information and will make arrangements for the AT team to conduct further screening and observation to determine, if further evaluation is warranted.

• The referral source will be notified concerning the AT team’s decision whether or not further evaluation is indicated. 

The Assistive Technology team in collaboration with the student’s ARD committee may determine that an extended trial use period of a particular Assistive Technology device (or devices) is required prior to finalization of the evaluation process.

Time Lines:

Assistive technology must be provided in a timely manner if it is needed for the student to gain access to the general education curriculum and to participate more fully in all aspects of school life.

The length of time needed to complete an assessment for AT varies on a case-by-case basis. 

Feature matching and assessment of needs can take a short time. The portion of the assessment that may take more time includes trialing different devices or services, training the student and staff on use of the AT, and comparing multiple items or strategies. 

AT may report on evaluation results at an IEP meeting, and then amend the IEP as trial period data is collected, in order to adhere to time lines, as well as ensuring individualization to the student. 

Reassessment:

Students' Assistive Technology needs often change. 

• As the student progresses through grade levels, class schedules and course demands change,  and the ARD committee may need a reassessment of the student's assistive technology in order to ensure they are able to access FAPE. 

• As new programs and items are developed a student may fit better with a new program. 

• A student may stop using a program and need to try another. 

All of these are expected as our students grow and change. The AT team is available for consultation any time the current AT plan is not working as it should. 

The ARD committee must reconvene when Assistive Technology devices are needed to address areas other than those identified in the most recent evaluation.  It is not necessary to reconvene the ARD committee for upgrades for existing technology identified in the most recent evaluation.