Assistive Technology Device Recommendation and Funding Proposal (new device)

SBU Evaluators: Madison Kuchenbeisser & Lindsey Powell

Contact Information: kuchenmg16@bonaventure.edu, powelllm16@bonaventure.edu
SBU Professor: Dr. Diana Lawrence-Brown
Contact Information: 716-375- 2165; dlawrenc@sbu.edu

I. The Learner:
A. Background
1. Student’s name (or pseudonym, based on parental preference): Louis- Referral form attached
2. Date of birth, age, grade level (if the student is in an ungraded class, base grade level on his/her
chronological age): 8/17/04, 13 years old, 7th grade
3. Reason for referral: Louis demonstrates the need for assistive technology to support his learning
across core subjects. He struggles with reading comprehension, reading fluency, and writing.
Additionally, this has impacted his performance and participation in other classes. He also has a severe
stutter which can impact his reading fluency and oral response time.
4. Instructional Reading Level: At what level does the student read? Include:
– unabbreviated name and administration date of IRI results (Independent, Instructional, and Frustration
levels) and/or
– standardized reading test (report standard scores and percentile ranks).
If unavailable, you may use the teacher's estimate.
In any case, provide the source of the information:

Wechsler Individual Achievement Test - III

Basic Reading SS 83 (13 percentile)
Pseudoword Decoding SS 87 (19th percentile)
Reading Comprehension SS 85 (16th percentile)
Spelling SS 77 (6th percentile)
Word Reading SS 80 (9th percentile)

Scholastic Reading Inventory

Reading Comprehension Lexile® Score: 546

5. Student's IQ Score: ______ Name and date of intelligence test:

[If you cannot access this information, provide your best estimate (as below) and explain how you arrived
at your estimate, e.g., conferred with teacher, observation of student, etc.]
Estimated IQ:
_✓_ Average Range (IQ 70-130). Some find a further breakdown helpful: Low Average: 70-85;
High Average: 115-130
___ Intellectually Gifted (IQ above 130)
___ Mild Intellectual Disability (IQ 55-70)
___ Moderate Intellectual Disability (IQ 40-55)
___ Severe Intellectual Disability (IQ below 40)

1
 Explanation:

Louis has never taken an intelligence test and therefore does not have an IQ score listed on his IEP. Based
on observations as well as his classwork, written assignments, and test scores, it has been deemed that
Louis’ IQ would fall into the average range. Louis is a motivated and intelligent student, which is
especially noticeable when his creativity is engaged. Louis’ class averages were also consulted and help
support the estimate that he falls into the average IQ range since his grades fall between the upper 80s and
low 90s.

6. Type/level of exceptionality (e.g., from IEP): Is the student eligible for the state’s alternate
assessment, e.g., New York State Alternate Assessment (NYSAA)?

According to Louis’ IEP, he is classified as having a speech/language impairment. Louis is not eligible to
take the New York State Alternate Assessment (NYSAA). He is scheduled to take the same State and
district-wide assessments of student achievement that are administered to general education students. The
State assessment will be administered on April 11-12th of this year.

7. Family/cultural information. Include primary language/cultural background, nation or continent of

family ancestry (e.g.,European-American, Native American, African American, etc.), socioeconomic
status, etc. NOTE: Please do not describe the student's socioeconomic status using pejorative terms such
as "low" or "lower class." More acceptable alternatives to "lower class" vary depending on the family
circumstances but might include the following: "impoverished," “poor,” "under-resourced;" "working
class" is preferred by some, especially if at least one parent is employed.

Louis’ primary language is English and he is of caucasian descent. He lives with his parents and younger
brother in Williamsville, New York. Louis and his family belong to the middle class. Both of his parents
work full-time, during the day while Louis is at school and are home with him and his brother in the
evenings.

B. Student’s present levels:

1. Complete and attach the relevant WATI section checklist(s) for the priority area identified in the
referral, e.g., reading, writing (includes spelling), math, learning and studying, etc.
Use this to help you refine your understanding and descriptions of the student's abilities (below and
throughout the report). If there appears to be no WATI checklist that is relevant to the priority interfering
factor, see me right away.

2
3
4
5
2. Academic: Use the WATI, observations, interviews, work sample analyses, record reviews, and
other formal or informal assessments to complete the table below.

Subject Area Interests & Strengths: Needs: Most Recent Meeting

Preferences Specific Specific Report Card Age/Grade
skills/concepts skills/concepts Grades Level
that the student that the student Expectations?
has achieved lacks/should be (yes or no)
learning next.

1. Reading: - Enjoys - Actively -Forming ELA: 85 Yes

address both reading aloud reads aloud complete
decoding (e.g., - Enjoys during class thoughts before
letter-sound reading - Participates sharing aloud
associations, various in class - Articulation
blending sounds genres like discussions of /s/, /z/, /j/,
into words, fantasy, concerning and /th/
breaking words mystery, and reading
into syllables) realistic comprehension
and fiction
comprehension

2. Writing: - Enjoys - Adds details - Graphic ELA: 85 Yes

address both creative/journ - Very creative organizers to
spelling (incl. al writing with written prepare for
segmenting assignments longer essays
words into - Uses Google - Focusing &
sounds) and Classroom and prompting to
composition Google Docs stay on task
skills to compose - Punctuation
written &
responses capitalization
- Practice with
spelling

3. Math: address - Enjoys - Very hard - Performance Math: 92 Yes

math facts, solving math worker, is inconsistent
computation, problems attempts all - Apply
problem-solving problems content
specific
vocabulary in
other contexts,
moving beyond

6
 memorization
into application

4. Science, - Labs - Scientific - Studying Science: 84 Yes

Social Studies: - Interactive, Method content in
Content-specific hands-on - Close reading order to Social
skills as well as activities assignments successfully Studies: 88
impact of any pass quizzes
reading/writing and tests
exceptionalities - Attention to
detail on labs
and homework
assignments

5. Supplemental - Does not - Actively - Studying Spanish: 61 No

area (from list enjoy this participates in content
below): Spanish class; most class - Daily review
likely discussions of vocabulary
because he words
struggles - Needs
greatly with organized
the binder for this
content/langu class
age

3. Physical: Include fine and gross motor skills, along with any sensory or medical concerns. Include
allergies and any medications that affect school performance (describe how). For students with severe
physical disabilities, incl. purposeful movement (cf. Beigel).

Fine and Gross Motor Skills: Louis’ fine motor precision is an area of strength for him. His handwriting is
legible and has made nice progress with his organization of written work. He frequently demonstrates
poor posture at his desk, and when prompted he will correct this, but does not maintain the corrected
posture for an extended period of time.

Speech/Language Impairment: Louis has a severe delay in speaking fluency, a moderate delay in
receptive language, a mild delay in expressive language, and below average articulation skills. He
exhibits dysfluencies such as stuttering.

Central Auditory Processing Disorder: Primarily, Louis has difficulties in phonemic decoding and
auditory memory, as well as ADHD for which he takes medication daily.

7
C. Student’s individual goals (these may be formal, e.g., from IEP, 504, or gifted education plan, or
informal) and services (e.g., gifted, remedial, special education, related services such as therapies, etc.).
Include amount of time for each service.
REMINDER: Collaborate closely with therapists and other service providers (e.g., remedial
reading or math, speech, occupational/physical therapy, gifted and/or special education, etc.) in
completing your analysis and recommendations.

Annual Goal Criteria Method Schedule

Reading: Given a grade 8 out of 10 trials over Teacher charting and Monthly
level text Louis will use 10 weeks student work samples
decoding, phonetic
skills, and context clues
to determine the
meaning of unfamiliar
words.

Reading: When 8 out of 10 trials over Teacher made tests and Monthly
presented with grade 10 weeks student work samples
level text from content
area subjects, Louis will
answer questions about
the text that test for
understanding (e.g.,
elements of literature,
key ideas/supporting
details,
problems/solutions,
cause/effect etc).

Writing: Given a 4 out of 5 trials over 10 Writing samples Monthly

graphic organizer, weeks
Louis will write an
essay that includes an
introduction, body
paragraph, and
conclusion. Louis will
include transition
words/phrases while
using correct
punctuation, spelling,
capitalization, and
grammar

Mathematics: Louis 4 out of 5 trials over 10 Teacher made tests and Monthly
will develop an weeks student work samples
understanding of new
math
concepts/procedures

8
and reinforce them
through practice and
drill to an 80%
accuracy rate on test
and quizzes

Speech/Language: 4 out of 5 trials on 4 Recorded observations Weekly

Following the consecutive occasions
presentation auditory
information, Louis will
answer questions
pertaining to listening
comprehension and
auditory recall using a
targeted compensatory
strategy(ies) with fluent
speech given minimal
cues from the therapist.

Speech/Language: 8 out of 10 trials on 4 Recorded observations Weekly

Louis will correctly consecutive occasions
produce the following
phonemes: /s, z, j,
voiced th/ when
responding to questions
related to a structured
speaking activity, or
when reading aloud

Special Education Service Delivery Frequency Duration Location

Program/Services Recommendations

Special Class - 15:1 1 x daily 42 min Special Education

Language Arts Setting

Special Class - 15:1 1 x daily 42 min Special education

Math Setting

Integrated Co- 1x daily 42 min General Education

teaching services - Science

Integrated Co- 1 x daily 42 min General Education

teaching services - Social Studies

Speech/Language Small Group 2 x weekly 30 min Service Provider’s

Therapy Office

9
 D. Current Placement and History of Services
1. Current Placement: Grade level, type of class, location, number of students, ratio of students with and
without disabilities, number & type of teachers and other support staff. Describe other
modifications/supports provided (e.g., modified curriculum, test modifications, instructional
modifications, push-in services, etc.). Provide a brief description of the community in which the student
lives/the school is located (2-3 sentences).
NOTE: The focus student for this project might be currently placed in a general education classroom or
in a self-contained special education or gifted classroom. If the student is currently placed in a special ed.
class, the plan must target his/her access to an appropriate education in, and success as a member of, the
general education classroom.

The student lives in and attends school in a middle class, suburban community. Louis’ community is
considerably safe and is notably accessible for young adults and persons with disabilities. The community
provides members with a multitude of resources (i.e. transportation for kids, transportation for persons
with disabilities).

Classes Students Student Ratio Teachers/Support Modifications and Supports Location

(with disabilities Staff
to without)

Special Class 15 15:0 1 Special Education -Special seating near source of Special
- Language Teacher instruction Education
Arts - Check for understanding Setting
- Refocusing and Redirection
- Additional Time to complete
assignments (1 day)
- Note taking supports
-Increased verbal response time

Special Class 15 15:0 1 General Education -Use of a calculator Special

- Math Teacher/1 Special - Access to grid paper for calculations Education
Education Teacher -Access to a guided ruler or standard Setting
ruler for visual tracking
-Special seating near source of
instruction
- Check for understanding
- Refocusing and Redirection
- Additional Time to complete
assignments (1 day)
- Note taking supports
-Increased verbal response time

Integrated 19 6:13 1 General education -Special seating near source of General

Co-teaching teacher/1 special instruction Education -
services - education teacher - Check for understanding Science
Science - Refocusing and Redirection
- Additional Time to complete

10
 assignments (1 day)
- Note taking supports
-Increased verbal response time

Integrated 23 10:13 1 General education -Special seating near source of General

Co-teaching teacher/1 special instruction Education -
services - education teacher - Check for understanding Social
Social - Refocusing and Redirection Studies
Studies - Additional Time to complete
assignments (1 day)
- Note taking supports
-Increased verbal response time

Spanish 26 3:23 1 general education -Special seating near source of General

teacher instruction Education -
- Check for understanding Spanish
- Refocusing and Redirection
- Additional Time to complete
assignments (1 day)
- Note taking supports
-Increased verbal response time

AIS ELA 7 4 2:2 1 special education -Special seating near source of Special
teacher instruction Education
- Check for understanding Setting
- Refocusing and Redirection
- Additional Time to complete
assignments (1 day)
- Note taking supports
-Increased verbal response time
- Access to scan and read software

Concert 66 Ratio unknown 1 music teacher -Special seating near source of Music
Winds instruction Room
- Check for understanding
- Refocusing and Redirection
-Increased verbal response time

Music 7 28 4:24 1 music teacher -Special seating near source of Music

instruction Room
- Check for understanding
- Refocusing and Redirection
- Additional Time to complete
assignments (1 day)
- Note taking supports
-Increased verbal response time

Specials # of Ratios vary 1 general education -Special seating near source of All General
(Art/Technol students teacher specialized in instruction Education
ogy/Home & typically that subject area - Check for understanding Settings
Careers/Gym ranges - Refocusing and Redirection

11
 ) from 20- - Additional Time to complete
30 assignments (1 day)
- Note taking supports
-Increased verbal response time

Speech/Lang Small 1 Speech/Language - Check for understanding Service

uage Group- # Pathologist - Refocusing and Redirection Provider’s
Therapy of -Increased verbal response time Office
students
varies

2. History of Classification and Services: Age at which the student was first formally classified,
placement history (general education, gifted education, and/or special education placements, retention
self-contained, resource room, push-in), any history of remedial services (AIS, remedial reading/math) or
therapies.

Louis was formally classified at the age of five and has been receiving special education services ever
since. Throughout his education career, Louis has been in self-contained and resource rooms, and has
received push-in services since late elementary school. Louis’ services have become less restrictive over
the years allowing him to be better integrated with his same-aged peers. For example, Louis’ experiences
with push-in services allow him greater time in general education classrooms but with the extra support
that he requires in order to succeed. Louis participated in a program called Reading Recovery from 2011-
2012. Reading Recovery is essentially the elementary level version of academic intervention services
(AIS). Upon entering middle school, Louis has received AIS services for ELA from 5th grade and on. He
also has received speech therapy throughout elementary school and middle school.

E. What are the educational priorities of the learner and his/her advocate(s), and how did you
determine this? Include current feelings/concerns with the student's progress, placement, &/or services,
and future plans (type of diploma, college, employment, etc.), along with any other known educational
priorities.

The educational priorities for Louis are to improve his reading fluency and mechanics of writing. While
his reading fluency and mechanics of writing are gradually improving every school year, both of these
skills still pose an issue for Louis’ academic success and ultimately are a cause for concern and require
close monitoring. Each class that he’s enrolled in gauges students’ success primarily on their reading and
writing skills. Louis is required to read specific content material in every class and therefore must be able
to fluently read said material. Students are graded based on their reading fluency and comprehension, as
well as their written composition including the mechanics of writing. Louis frequently loses points on
written assignments due to a lack of punctuation, incorrect spelling, and improper grammar usage. These
educational priorities were determined based upon his needs, and how they immediately affect his
success in all of his classes and recommendations from his parents and teachers. We need to ensure that
Louis’ needs are being met and fostered so that he can eventually progress to high school and earn a
diploma.

12
 F. What is the level of expertise with assistive technology on the part of the learner, the teachers, and
others who interact with the learner? (Comment generally here, not limited to the device under
consideration.)
What types of assistive and/or instructional technologies or equipment or currently in use, and
for what purpose? (If the student is currently in a self-contained special education class, also comment on
expertise of the target general education teacher.)

Louis uses a Chromebook daily and is an efficient technology user. His Chromebook serves as a piece of
assistive technology because he can use applications like Google Docs to produce writing pieces, as well
as access to speech-to-text programs. All of Louis’ teachers are well versed in using the
Chromebooks/Google Applications and the functions of the Chromebook/applications Louis has access
to. His teachers use Google applications consistently in all of his classes, allowing for continued practice
and use of these programs. Louis’ parents also know how to use the Chromebook and its associated
applications which help with carryover of skills at home.

G. How receptive to having AT in the classroom are faculty and staff who are involved with the
student? (If the student is currently in a self-contained special education class, also comment on
receptivity of the target general education teacher.)

All faculty and staff involved with Louis’ education are extremely receptive to having AT in the
classroom to aid in his success. The faculty and staff at this school understand and foster the importance
of meeting students’ individual needs and advocate for those needs to be met on a daily basis. Therefore,
if Louis were to begin using an AT device other than the Read/Scan software, both his general education
and special education teachers would be fully on board with implementing and supporting use of the
device since they already aid his use of low-tech AT.

II. Analysis of the General Education Environment (age-appropriate, in the home school; do not describe
a segregated special education class). This section should include information from your time in the
target class. [For students who change classes throughout the day, either describe what is most common
across classes or choose the highest priority class to analyze specifically.] If your project is conducted
in Spring semester, it may be most helpful to target the student's Fall class placement.

1. Target General Education Class: Grade level, type of class, location, number of students, ratio
of students with and without exceptionalities, number & type of teachers and other support staff,
other supports/modifications provided, and a brief description of the community in which the
school is located (2-3 sentences).

The target general education class is 7th grade Science. There are 19 students in this class, 6 of
which are classified and have IEPs. This class is taught by one general education teacher and one special
education teacher in a co-taught, inclusive setting. In order to meet the needs of all students in the
classroom, the curriculum is modified to include a slower pacing structure and interactive curriculum. The
curriculum provides integration of Google Classroom and SMART Notebook resources, to provide
explicit instruction of content. Also, the class structure is organized to allow many opportunities for small
groups and peer interaction to provide more small group, guided instruction. Mill Middle School is

13
located in Village of Williamsville. Mill Middle is one of three middle schools in the Williamsville
Central School District. The community consists of mostly middle class and some refugee families.

If the student is already placed in the target general education classroom, the description provided
previously need not be repeated here; simply note "See above."

1. What teaching and assessment methods are used most often by the general education teacher(s)
involved? Ex: Lecture, discussion, cooperative learning, project-driven, oral or written
presentations, types of test items, reading and writing requirements, etc.

Most commonly, the general education teacher in this science class employs whole class
discussions and cooperative learning as her primary teaching strategies. Lab activities are frequently
conducted and require students to work collaboratively in order to complete the given assignment. The
teachers in this class employ the same reading and writing strategies used in students’ ELA classes. The
lab activities require an extensive amount of reading and writing and therefore it’s fundamental that
students in this class receive the necessary supports to effectively complete these. Upon the completion of
labs, the class will collectively discuss the results of the lab activity and thus reflect on their
performances. The general education teacher and special education teacher work alongside all students to
guide discussions and aid in their completion of lab work while in class.
The general education teacher assesses students’ progress based on their classwork, homework,
labs, tests, and quizzes. Students’ assignments are assessed on a daily basis. Typically, only one type of
assessment is assigned per day. The value of each assessment is based on the structure of the assessment
itself. Homework is usually worth 15-20 points while tests are worth 100 points. Since there is a variety
of assessments utilized in this class, the general education teacher is able to collect and document
students’ progress and implement additional supports if needed.

1. What reading level is expected of most students in this classroom?

1. Confer with the teacher re: his/her general expectations.

The reading level expected of most students in this classroom is between 925 Lexile and 1235 Lexile for
7th grade. The general reading expectations in this class are that students should be following along in
reading that is completed whole class during lecture, as well as reading independently and in small groups
when completing the labs. The students are asked to read and highlight important information and take
notes on a guided worksheet when necessary.

2. Use a readability formula or Lexile interpretation to report the reading level of two different types of
representative print materials used in the classroom. For each, report:
a. the type of reading material (Common Core module handout, textbook, trade book, teacher-
made handout, etc.)
b. why you selected it for readability analysis
c. The title and source (e.g., publisher, website, teacher-made)
d. Method used to determine the readability level. If you like, you may use these websites:
http://www.readability-score.com/; https://www.lexile.com/about-lexile/grade-equivalent/grade-
equivalent-chart/.

14
NewsELA Science Article:
This is an article that was used in class to provide supplemental material for students during the Human
Body Systems Unit. The reading provides grade level text at a Lexile of 1050 and was given
electronically. This was selected for readability analysis because it is about middle range for the Lexile
level expected for 7th grade students. This reading was completed independently, therefore may have
posed some challenges for Louis when reading.

U.S. Environmental Protection Agency, adapted by Newsela staff. (2017, November 3). What is the
endocrine system. Newsela. Retrieved from: https://newsela.com/read/lib-anatomy-endocrine-system-
hormones/id/37139/

Readability Analysis was conducted using http://www.readability-score.com/:

Readability Grade Levels

Readability Formula Grade
Flesch-Kincaid Grade Level 9.4
Gunning Fog Index 11.6
Coleman-Liau Index 12.7
SMOG Index 11.8
Automated Readability Index 9.5
Average Grade Level 11.0

Readability Scores
Readability Formula Score
Flesch Reading Ease 49.6
CEFR Level C1
IELTS Level 6.5-8
Spache Score 3.9
New Dale-Chall Score 6.9
Ogden Basic English n/a

Text Quality
Sentences > 30 Syllables 12 16%
Sentences > 20 Syllables 37 51%
Words > 4 Syllables 16 2%
Words > 12 Letters 1 0%
Passive Voice Count 12 3%
Adverb Count 20 2%
Cliché Count 0 0%

Pearson Interactive Science Human Body Systems Textbook (2016-2017)

Lexile Level 855-1295 Grades 6-8

15
The above textbook is used in class to complete lectures and lab activities throughout different units. This
specific edition focuses on the Human Body Systems. Since this is used often in the classroom by Louis,
we choose to look at the readability. The readings do span a larger range from 6th grade to 8th grade
Lexile therefore, some of the text is challenging for Louis, while some is at his reading level and easily
understood. To determine the readability we used https://www.lexile.com/about-lexile/grade-
equivalent/grade-equivalent-chart/.

Pearson Realize.(2016). Interactive Science Human Body Systems. Pearson

1. What tasks are expected of most students to be active participants in this classroom. Include
those related to communication, instruction, writing ability, participation, productivity, and
environmental control. Include factors such as contributing to large or small group discussions,
listening to lectures/explanations (up to___ min.), taking notes, raising hand to speak, reading
aloud or silently, etc.

Students in this classroom are expected to actively participate in all class discussions with their
peers and teachers. This entails partaking in the discussion by asking questions, commenting or sharing
thoughts and opinions and respectfully listening to others. Students are required to work cooperatively
with their peers, especially when complete lab assignments in class. Students are also asked to actively
participate in the instruction, taking notes when necessary, problem solving and applying critical thinking
skills to the concepts and activities. Due to the nature of this class and the subject area, students are asked
to pose questions and not be afraid to be curious. The classes can vary in structure and during lecture,
students know to raise their hand to ask questions, and to pay attention to the readings/SMART
Notebooks lectures to understand the information that will later be applied in the labs. When it is time for
labs, students understand they have more free communication and can discuss and ask questions within
their groups without raising their hand. Students take notes within their lab groups and report on their
findings.

E. What is the physical capacity of the classroom in regard to AT? Also please comment on any other
areas of the school where it would be important for the student to be able to use AT devices.

The classroom has ample room for AT devices of varying sizes. Since the students’ desks are congregated
towards the front of the classroom, there is sufficient space available in the back of the room and towards
the windows that students can utilize if/when needed. Flexible seating is also available in the back of the
classroom near the lab tables. Most of the school is accessible for any AT devices necessary, and the
school administrators and teachers are able to request any necessary items that may be needed to provide
the most accessible access for the student.

1. What type of computers or tablets are available for student use (include operating system, e.g.,
Windows, iOS, etc.)? How many are available, and how much of the time?

Each student at this school has been assigned their own Chromebook to use at school and home for the
duration of the school year. The Chromebooks are operated by Google and therefore students frequently
use programs like Google Docs, Google Slides, Google Classroom, etc.

16
 2. Is there printer access? Is it in the classroom or remote? What operating systems are supported?

Students have access to multiple printers throughout the building. Depending upon what room the student
is currently in, they may have access to a printer located in that specific classroom. If not, students can
send their print jobs to the library or computer lab printers. The students can print directly from their
Chromebooks and any desktop computers in the school which run on Windows operating system.

3. Is wired or wireless Internet access available?

Since students primarily complete classwork via their Chromebooks, wireless Internet is essential. There
are two separate wireless systems available for student use. Typically, students should be connected to the
main “WCSD” network but can connect to “WCSD-guest” if the main network is experiencing any
technical difficulties. When the wireless Internet access is unavailable, students are unable to access their
Chromebooks to complete assignments. In some classrooms, there are a limited number of desktops for
students to access if the wireless connection is not available.

4. Is space available for additional AT devices? Are electrical outlets available for AT devices
that may need to be plugged in?

Each classroom has sufficient space and available electrical outlets that can be utilized for AT devices.
Students who require the use of AT devices within the classroom are strategically seated near electrical
outlets to ease accessibility.

III. Access to the General Education Curriculum/Environment

1. Overview of Interfering Factors: What factors (including those analyzed in the previous sections
and any others of which you are aware) interfere with the learner’s participation and access to an
appropriate education in the general education curriculum/environment? For this question, list all
that significantly interfere, not just those that you expect to target for intervention.

There are several factors that interfere with Louis’ participation in his general education classes.
One interfering factor is a lack of reading supports/scaffolded texts in general education classes. Since the
majority of his classes have significant reading requirements, it’s essential that he receive proper supports
in all classes. If he does not receive the necessary supports to foster his reading fluency and
comprehension, then his overall performance and grades will most likely suffer. Additionally, Louis’
ADHD can sometimes interfere with his participation in general education settings if he has not taken his
medication to manage it. He becomes very distracted in larger environments which in turn affects his
reading fluency and level of comprehension.

1. Priority Factor being Addressed: Of the interfering factors just described, what is the top priority
for analysis/intervention with the assistive technology plan, and why? Reminder: Collaborate
closely with the student's educational team.

17
 Also, analyze at least one dated and graded work sample (or other performance data) that
exemplifies this interfering factor; attach.

The priority factor being addressed is the lack of reading supports/scaffolded texts available in
Louis’ general education classes. Much assistive technology is available that can provide the appropriate
reading supports that the student needs in order to be successful. This interfering factor is a priority since
Louis is required to read various types of texts throughout the school day. Some of the texts that he is
reading are well above his current Lexile level and therefore pose an issue with his reading fluency and
comprehension overall. It has been decided by the researchers and Louis’ teachers that this factor be the
first priority in meeting the student’s needs. Receiving proper reading supports are vital to Louis’
academic success in hopes that these accommodations will lead to an improvement in his reading fluency
and comprehension.
Attached at the end of this report is a dated and graded work sample that is representative of the
priority factor that is being addressed. Louis was assigned to read a literary passage entitled, “The Elves
and the Shoemaker.” Upon reading the passage, he answered a set of questions that consisted of 7
multiple choice questions and 3 written responses. The Lexile level of the passage was measured at 1120
which is considerably above Louis’ present Lexile level. Although the passage was in electronic format, it
did not feature any tools that would allow for scaffolding to ensure Louis’ comprehension. Overall, Louis
did quite well on the associated question set, yet his written responses are indicators of a possible lack of
comprehension. For example, his response to question 10 did not accurately answer what was being
asked. Therefore, it is clear that Louis struggled with rereading the text looking for evidence to support
that answer. Tools like electronic highlighting and audio could’ve help to scaffold this passage and
increase his level of understanding.

IV. Recommendations: Only after analyzing the learner and the school environment should possible
devices be examined. These may be currently available on the market or known to be available through
other sources (e.g., custom-made).
Based on your assessments and the factors listed below, recommend a specific device for the student to
try out in the general education classroom.

A. Specific Device(s) & Rationale (why this over alternatives you considered):

The specific device chosen for Louis is a type of Scan and Read software. Extensive research has been
conducted in order to find the most optimal piece of AT for this student. In order to pilot the AT, we have
selected a Scan and Read program that is a free extension in the Chrome webstore, called “ClaroRead
Chrome” by Claro Software. This will allow him to try the program, use it in all of his classes and have
access right on his Chromebook at school and at home. By starting with this program, we hope to collect
data, track Louis success and challenges and work with a user friendly AT that he can access on his own.
We hope to use the data collected to continue to further research Scan and Read software that may
provide more support.

1. Description (specific enough for an unfamiliar educator to visualize and order; it may be helpful to
include a photo). If you are recommending an electronic device, describe the specific device itself and
specific applications and peripherals (e.g., accessories, case, cables, compatible printer, etc.) needed.

18
ClaroRead Chrome can be downloaded as an extension in a Chrome Web Browser and is free. It allows
text in any website browser, text being typed on Google Docs or other Google Applications, and PDFs to
be read aloud. The text speed can be controlled to slow down or speed up depending on the user. The
extension includes word prediction, and access to a variety of additional languages. In order to download
the extension, download “Google Chrome” web browser, at the top right hand corner click the three dots
and click “more tools” > “extension.” From here, click the 3 bars in the upper left hand corner and at the
bottom of the tab select “Open Chrome Webstore”. In the search bar type “ClaroRead Chrome” and select
“Add to Chrome”. The icon below is how ClaroRead is displayed in the Chrome Web browser.

To use ClaroRead, Click in a web page or PDF file or Google Docs document, then click the Play
button. ClaroRead will read back the text from that point with highlighting so you can follow along or
just select some text and it will be read out loud. If you have the Scan from Screen button click it and
select an area of the screen with the mouse and it will be read aloud.
You can also tint web pages and PDF files so they are easier for you to read, and get word prediction to
help you write. You can turn this on in the ClaroRead Chrome settings - just click on the ClaroRead
Chrome icon in the Google Chrome window.

2. Device Evaluation: How does the device measure up in terms of the following factors:
a. Reliability, durability, reputation of company. Locate independent reviews by experienced customers
(not on the company's own website; report your source) and check with the Better Business Bureau.
b. Guarantee/warranty; Trial period /loaner available (if no trial period is available from the company,
check availability from a loan closet such as those provided through TRAID (Technology Related
Assistance for Individuals with Disabilities, e.g., http://aimcil.com/programsservices/).
c. Repairing/updating, insurance/maintenance agreement, protection plan.
d. Ease of use (understandability, fine/gross/visual motor skills needed, etc.)
e. Appearance, portability, age-appropriateness, etc.
3. Cost: Be specific. Include any accessories needed or other add-on expenses (shipping, insurance,
training, etc.) associated with obtaining/using the device. Provide an itemized price list and the total cost.

ClaroRead is a reliable resource, in that it is easily accessible whenever Louis is accessing his
Chromebook and user-friendly with clear symbols to access the reading and stopping the reading. It is
durable since it is located inside of his Chromebook, therefore as long as the Chromebook is charged and
in working order, the extension will work. The company is well known for their software tailored towards
creating assistive technology for individuals with disabilities. Their “About” section on their website
states, “Claro Software develops Assistive Technology, software for people with disabilities such as print

19
and reading difficulties like dyslexia, to help them achieve all they can.We are experts in speech
synthesis, word prediction, spell checking and switch access, and combine them to make innovative, easy-
to-use products on Microsoft Windows, Apple Mac, Google Chromebook, iPad and iPhone, Android, and
on the Web.We have an international network of partners who support our users and sell our products
world-wide.If you want to know more or are interested in working with us for any reason then please
Contact us. Claro Software is proud to be an organisational member of both the British Dyslexia
Association and the International Dyslexia Association.” In order to review the program, we analyzed
user reviews on the Chrome webstore, and the ClaroRead Facebook page. Most users enjoyed the
program and stated that it is user friendly and a great tool. A few users commented that they had trouble
accessing the extension and determining how to make it play, many of these were older reviews from
2016 and the extension has since been updated. Since ClaroRead Chrome is a Chrome extension, it is a
completely free resource to anyone who owns a computer with a Chrome browser and provides
immediate access, no need for a trial period. There is no guarantee/warranty since it is a free resource. If
the extension is not working properly, users can send a report to the software company. Also, typically the
extension is updated often and does so automatically to address any glitches or errors that may slow down
the program. There is not designated insurance or protection plan for the extension. The program is easy
to use, and has clear icons and visuals. The colors are not too bright, and the highlighting tool on the
program has a color adjustor to adjust the color of the background to make it easier to read if users need
the screen brighter or dull. When adding the extension there are step by step direction on usage. There is a
large play icon, stop icon, and settings icon on the toolbar. In order to use the program, users need access
to mouse clicks either on a touchpad, mouse, or adaptive switch. Users need to be able to move to select
the area to be read, but Louis will have no issues accessing this since he has strong gross and visual motor
skills. Although he needs some work with fine motor skills, accessing this tool will not be a problem. The
appearance is simplistic, since it is used on a device such as a Chromebook it is very portable. There is no
specified age range for users, but can be used by anyone who can maneuver the mouse and select the
placement to play the reading. For Louis, there is no additional devices needed. He already has a
Chromebook provided by the WCSD and the extension is a free add-on. He is able to use the mouse
touchpad and therefore he will not need need a switch or mouse.

4. Alternative devices that you considered but are not recommending, and why. If you are
recommending an electronic device, include low/no tech options that have been explored, and the results.

A more traditional version of Scan and Read software was initially considered but ultimately was not
chosen to be recommended due to cost and accessibility. Some of the Scan and Read software programs
required installation from a CD. Using a program that requires a CD installation limits user accessibility
since the program would have to be installed on every computer that the user intends on operating. This is
not an ideal situation for students who are often using multiple computers throughout the school day (i.e.
Chromebook, desktops in computer lab and library). Additionally, this same type of Scan and Read
software came with a significant cost. Some of the software that was located ranged in cost from $100-
300. Louis already uses low-tech AT to aid in his reading fluency and comprehension which is why
electronic/high-tech AT was primarily researched.

5. How will the device increase access by the student to an appropriate education in the general education
environment? When, where, and how will the device be used? Be specific and use your own words

20
(boilerplate language from promotional materials for the device is not acceptable). Make connections with
academic learning.
IMPORTANT: The answer to this question is the crux of the project. Be sure to specifically connect your
answer here to your analysis in section III.

ClaroRead will be used in all of Louis’ classes for which he receives reading assignments. This will aid in
his reading fluency and overall comprehension in his general education classes specifically, considering
those are the classes in which he receives the least amount of support. ClaroRead will provide Louis with
a greater sense of independency as he will be provided with the necessary reading supports when using
this Chrome extension to read various electronic texts. His general education teachers frequently use
online texts from resources like “ReadWorks” and “NewsELA.” This AT will allow Louis to access the
same reading material as his peers but with customized accommodations. For example, Louis can use the
highlighting tool while reading to identify main points and key ideas that will aid in increasing his level
of comprehension and thus his success on answering text-based questions/prompts.

B. Skills and Training for Student

1. What current IEP goals (or other needs) are expected to be addressed by this device?
2. What new goals, training (e.g., use of the device, updating, printing), or other supports do you
recommend, to facilitate the student's successful use of this device? Be specific. Include aide/related
services supports needed. If you feel none are needed, explain.

The following current IEP goals will be addressed using this device:
● Reading: When presented with grade level text from content area subjects, Louis will answer
questions about the text that test for understanding (e.g., elements of literature, key
ideas/supporting details, problems/solutions, cause/effect etc).

● Speech/Language: Following the presentation auditory information, Louis will answer questions
pertaining to listening comprehension and auditory recall using a targeted compensatory
strategy(ies) with fluent speech given minimal cues from the therapist
Training:
● In order to assist in usage of the new AT, Louis will have a meeting 2X a year for 30 minutes to
consult and help implement the AT tool

C. Evaluation: What quantitative and qualitative data should be collected to determine if the device is
effective for the student? (See “Evaluating Effectiveness” in Moodle Course Resources.)
– Be specific; attach an example of each.
– Explain how these evaluation tools can be used to show the student’s performance level prior to
receiving the device as well as progress over time.

Louis’ teachers used the Device Effectiveness Plan (attached) as a guideline and determined that they
would like him to use the Scan & Read software independently in class. This would require him to
remember to press the play button or select the text to be read aloud. In order to collect data to determine
if the device is effective, teachers will collect baseline data to determine how frequently Louis uses the
program on his own before his consultation/training. From then on, his teachers will collect continuous
data tracking the frequency of his independent usage of the program in each of his classes. Louis’ teachers

21
will then analyze this quantitative data and makes decisions about continuing the use of the ClaroRead or
further researching more assistive technology tools (see the attached frequency chart to view how the data
is tracked). In order to also document how Louis responds to the new AT, his teachers will observe him
and his reactions/feelings demonstrated in class when using the device, and any frustrations or concerns.
This will be done through informal observations and documented to provide qualitative data on his
interaction with the new assistive technology. These observations will be documented on a form (see
attached) and shared with his other teachers during team meetings.

D. Skills and Training Needed By Others:

– What specific knowledge and skills are needed by teachers or others involved with the student? How
might this training be provided? What might be frustrating at first? (TIP: Consult with experienced users
e.g., in an online forum or in person.)
– What ongoing supports are needed (e.g., updating applications, help with scanning/creating digital text,
etc.)?

All of Louis’ teachers are proficient Chromebook users and therefore understand the basics of the Chrome
browser and its various functions and features. Many of his teachers already use Chrome extensions so
this should not be a new concept to them. His teachers should download ClaroRead upon reading its
product description and features on the Chrome Webstore. They can also watch a short YouTube tutorial
explaining how ClaroRead functions. Beyond this, teachers should not require any further or formal
training on how to use this tool. It is even possible that some of his teachers have heard of this AT
resource before. ClaroRead is quite straightforward and user-friendly so teachers should not experience
any significant frustrations or issues. If many of the teachers learning how to use this Chrome extension
were experiencing any difficulties, a training session could be held with one of the three technology
specialists at this school. Over time, this extension may need to be updated if ClaroRead releases newer
versions of its software. The extension will automatically update through the Google Chrome browser.

E. Exploration of Specific Funding Sources, including school and specific non-school options.

1. Do you think the device is needed for a free appropriate public education (FAPE) in the least
restrictive environment (LRE)? Explain why or why not.
(Reminder: If the device is needed for FAPE in the LRE, IDEA assigns first funding responsibility to the school).

The chosen assistive technology for Louis is needed for a free appropriate public education (FAPE) in the
least restrictive environment (LRE). This form of Scan and Read software helps to improve his level of
independency by decreasing his dependency on staff members to aid him in reading and ensure his
comprehension of a given text. This AT is necessary for Louis since his reading abilities are well below
his current grade level.

2. Also include at least two specific funding sources other than the school (or parents); use the
table below.

22
NOTE: You will need to contact the funder directly to accurately complete this section (you are unlikely
to find all of the information needed on their website). Funding sources included here must be a good
match for the student and the device.

Funding Types of Who is eligible Amount Application Contact

Sources devices/projects to apply? Available deadline information
funded (be (average (name,
specific; list award or address,
examples) range of phone, email,
awards) web address)

- Projects for - Full-time - Projects - No deadline https://secure.

Donorschoos flexible seating, teachers range from - Project will donorschoose.
e.org 1:1 iPads, employed in $50-2,000 only be listed org/help/dono
wireless U.S. public or - Most on website for r_contact_for
headphones, charter schools projects a max. of 4 m.html
books around $600- mo. (contact page
- Projects range 800 - Most on website)
from low-tech to projects meet
high-tech device their goal well
requests before 4 mo.

Rotary Club - Projects that - Anyone can - Grants - January http://www.bu

of Buffalo directly impact apply after range from 15th and ffalonyrotary.
youth & their reading the $1,000- July 15th org
needs guidelines for 500,000 701 Seneca St
- Grants for grant - Typically Suite 218
computer and applications grants do not Buffalo, NY
printers, wireless - Primarily exceed 14210
sound systems for seeking to $10,00 (716) 854-
classrooms, serve youth except for 3397
wheelchair lift - Must special
vans complete circumstance
application on s
website

Student Project Disclaimer: Readers of this report are asked to interpret the results and
recommendations with the understanding that it has been developed as a project for graduate-
level assistive technology course. The authors are qualified teachers in an advanced academic
program; the contents may be limited by the as-yet-developing expertise of the authors, time
limitations of the course, etc.

23
Optional Extra Credit (up to 5 pts.): Try out the recommended assistive technology with the student.
Describe what happened, and what you think should happen next. Use the Evaluation system you
recommended above.

Bibliography

Beigel, A. (2000). Assistive technology assessment: More than the device. Intervention in School
& Clinic, 35(4), 237.
Johnston, L., Beard, L., & Carpenter, L.C. (2007). Assistive technology: Access for all students.
Upper Saddle River, NJ: Pearson.
Male, M. (2003). Technology for Inclusion. Boston: Allyn & Bacon.
Scherer, M.J. (1999). Assistive Technology: Issues and Trends. Paper presented at the Annual
Convention of the American Psychology Association (107th, Boston, MA, August 22, 1999). ED449589

24
 Referral for SBU Individual Assistive Technology Evaluation (new device)

Date: 02/07/18

a. Name of student: Louis Cannata Age: 13

SBU Evaluators: Madison Kuchenbeisser & Lindsey Powell

b. How would the parents like the student to be referred to in SBU class assignments and
discussions?
___ Use the student's real name _X_ Use the student's real name for the evaluation report only
___ Parents' preferred pseudonym: __________________________________________________
If the parent's preference is unknown, the evaluator will assign a pseudonym. Evaluator-assigned
pseudonym:

c. Reason for referral:

Student demonstrates the need for assistive technology to support his learning across core subjects. He
struggles with reading comprehension, reading fluency, and writing. Additionally, this has impacted his
performance and participation in other classes. He also has a severe stutter, which can impact his reading
fluency, and oral response time.

Particular areas of interest/concern (check all that apply):

_X_ Reading (decoding) _X_ Reading (comprehension) ___ Math
_X_ Writing (spelling) _X_ Writing (composition) ___ Writing (letter formation)
___ Computer access (e.g., being able to use the keyboard or mouse)
___ Communication skills ___ Independent living skills ___ Recreation/leisure skills
___ Organization/study skills ___ Other:

d. Name and contact information (address, phone number, email) for persons making referral:
Madison Kuchenbeisser, (716) 531-3608, kuchenmg16@bonaventure.edu

25
Lindsey Powell, (716) 799-3348, powelllm16@bonaventure.edu

How did you hear about assistive technology evaluations through SBU?
DIFF 515

e. Name and contact information (address, phone number, email) for parent:

Mr. John Cannata, (716) 634-2527, johnc@bhsfoodservicesolutions.com

f. Name and address of school:

Mill Middle School

505 Mill Street
Williamsville, NY 14221

g. Name of administrator: Michael Calandra

h. Contact information for administrator (phone number & e-mail):

(716) 626-8300, mcalandra2@williamsvillek12.org

i. Name of teachers: See letter d

j. Contact information for teachers (phone number & e-mail): See letter d

k. To whom should the evaluation report be distributed?

___ Parents
_X_ Teachers, therapists
___ Others (list):

l. Student's Current Placement: Type of class, location, number & age-range of classmates, number of
students with and without exceptionalities, number of staff, and by whom the class is primarily taught
(general education, special education, &/or gifted education teacher):

Currently enrolled in English Language Arts Academic Intervention Services (ELA AIS). There are 3
other 7th grade students in this class; one student has a 504 plan while the other 2 students are not
identified to receive any special services but are struggling readers. The class is primarily taught by
Madison with Lindsey as a frequent co-teacher.

Other important environments (e.g., home, community-- optional unless this is the primary environment
of interest for the evaluation). Include type of environment, location, number & age-range of peers,
number of peers with and without exceptionalities, number & type of staff (if any):

N/A

26
m. Exceptionalities (check all that apply)
__ Disabilities _X_ Speech/Language ___ Hearing Impairment
___ Vision Impairment ___Intellectual Disability
___ Developmental Delay ___ Traumatic Brain Injury
___ Autism ___ Health Impairment ___ Behavioral/Emotional
___ Orthopedic Impairment (type): ___ Other (describe):

___ Specific Learning Disability in ___ reading ___ written language ___ math ___ other:

Has the student been formally identified as having a disability by the school?
_X_ Yes ___ No If yes, include specific IDEA classification (from IEP):

___ Gifted/Talented in _______________ __________ _____________ __________ __ (list areas).

Has the student been formally identified as gifted/talented by the school? ___ Yes _X_ No

n. Current Services

Type of service Amount (hours/week) Location

Aide

Counseling

Gifted Education Teacher ___ Push-in (to general education class)

___ Pull-out (to resource room)
___ Self-contained
___ After school program

Occupational Therapy

Other:

Physical Therapy

Special Education Teacher
● Language Arts - 15:1 (1x
daily, 42 min)
● Math - 15:1 (1x daily, 42
min)
● Integrated Co-teaching -
_X_ Push-in (to general education class)
__ Pull-out (to resource room)
_X_ Self-contained

27
 Science (1x daily, 42 min)
● Integrated Co-teaching -
Social Studies (1x daily, 42
min)

Speech/Language 2x weekly, 30 min Small Group Pull-Out

o. Any medical concerns? Include chronic health problems, allergies, etc. that the evaluator
should be aware of.

N/A

p. What assistive technology is currently in use? How effective is it?

ReadWorks, Google Classroom, and IXL are the most frequently used AT resources. They are quite
effective since all 3 track the student’s progress and document all data. ReadWorks aids in improving
Louis’ reading skills along with IXL that addresses reading skills and more (all ELA skills). Google
Classroom allows Louis to complete reading and writing assignments on his Chromebook which has
several accessibility features (i.e. reads text aloud). Lastly, Louis uses the My Homework app on his
Chromebook to keep track of his daily assignments.

q. What assistive technology has been tried previously, but is not used currently? How long was it
tried/used? Why is it no longer being used? (Use the back or separate sheet, if necessary.)

Last year, Louis used Kurzweil when taking some of his tests but did not like that he was singled out from
his peers. Therefore, this year at times he refuses to use it when taking tests. It is still in place on his IEP
and used occasionally when he wants to access it. He is encouraged to use it, but if he refuses, it is
documented on his assessments that a refusal was given.

28
29
30
31
32
Plan for Evaluation of Effectiveness of AT Use

33
Student’s name: _________________________ Grade: ______ Date: ______

School/agency:____________________ Team members present: _________________

_________________________________________________________________________

The intent of this document is to guide planning about how the use of assistive technology will be
evaluated. Completion of this document will help the team to create a shared vision of the
process for data collection.

IEP Goal:
____________________________________________________________________________

Step 1: What is the present level of performance Describe:

(baseline data) on this goal?

Step 2: What changes are expected as a result of Describe:

implementation? (e.g. Student will be able to ____.)

Step 3: What aspects will Describe:

change? ● independence
● quality ● spontaneity
● quantity/productivity ● duration
● frequency ● _____________
● participation

Step 4: What obstacles may inhibit success? Describe:

34
 ● physical access ● skill
● opportunity ● attitude
● instruction/practice ● medical
● student preference ● _____________

Step 5: How will the occurrence of obstacles be Describe:

reflected in the data?

Step 6: What format will be used to collect the data? Describe:

● report (self, other) ● audio/video

● work samples recording
● observation ● _____________

Step 7: What is the data collection plan?

Environment(s):

Activity:

Frequency:

Person(s) responsible:
Data Collection
Data Analysis
Changes in Response to Analysis
Review date(s):

35
36