Next+Year

Planning for 2010-11

Early childhood continuation, same group of people

What is AT? - Legal aspects, definitions, AT vs IT - Dave Edyburn's article/one pager Tracy has - handout Big picture assessment/consideration parent involvement in AT decisions WATI - and the WATI AT checklist for handouts
 * Topics for Day One**

WATI assessment self Survey Monkey before the first training - 3 days

Talk about the IEP on the last day and where AT fits/impacts how they write it

**Notes from 11/3 meeting**
Kathy, Tracy, Greta and Patti went thru the WATI self assessment and edited it to make it more appropriate for preschool and our needs Patti will put it into Survey Monkey We will send the link to the Survey Monkey out to the people who are registered and ask them to complete it by 12/1 For those who haven't responded we will then send a reminder email to do survey by 12/8 At our 12/15 planning meeting we can use the survey to help us plan the 1/28 training

Notes 12/15/10:
Purchase the AT for Young Children book (Sadao & Robinson) for everyone and give them on 1/28

Send reminder email (or in the SST3 case, first email) about doing the survey by 1/4.

At the 1/5 meeting send an email about classroom sketch and the four questions to answer in advance

Day 1 - **1/28**, SST-3 9-3 (We have computers available, training will be at the PD center) Morning will be a review from last year
 * sketch of classroom - tell to bring with them to the training - Scholastic site for laying out classroom. Here's the link: []
 * Here's another site to offer people for printing their own graph paper for making their classroom layouts http://www.graphtablet.com/graphtablet.htm
 * Begin the morning with discussion of how they planned differently this year based on what they learned last year (send the following four questions to them in advance with the assignment to sketch classroom)
 * How did the series last year affect your:
 * Personal use of technology?
 * Communication with families?

AGENDA - 1/28
 * Have people do the AT survey when they come in if they haven't done it yet
 * Welcome and introductions - Kathy
 * Start with a digital gallery walk (total 45 minutes) Kathy
 * have them count off by 4's
 * There is a wiki page for each of the questions, four computers set up, each group goes to a computer and enters their answers/ideas (7 min max per station)
 * How did the series last year affect your:
 * Personal use of technology?
 * Communication with families?
 * Planning of your environment?
 * Planning of classroom activities from a universal design for learning perspective?
 * groups rotate through the four questions, don't repeat but add on
 * Alice will do table tents with the question and a "save" prompt
 * at the last computer the group will report out the 3 "best" ideas
 * Use Tracy's form to make connections from last year to this years - Tracy (total of 60 min break somewhere in here)
 * Here's the form [[file:Proactive Conditions for Learning.doc]]
 * start by reviewing the six area of access
 * pick one routine/activity that they feel like they focused on with technology last year or this fall and that happens often
 * talking about all kids/UDL - have them spend 10 minutes completing their own form
 * talk about engineering the environment - have them spend 10 minutes using their classroom diagram to complete that column
 * have a discussion of the universal tier - spend 10 minutes thinking about what they could do to beef up to make that routine/activity more accessible? Look for patterns across the areas of access and UDL concepts (engagement, representation, expression).
 * come back together then start talking about which kids does this work for?
 * pm - 12:45 - 3
 * intro stuff,
 * What is AT? -
 * Have the read the definition and then do a Google spreadsheet on AT
 * Legal aspects, definitions, AT vs IT - Dave Edyburn's graphic that Sarah will clean up - handout
 * AT continuum activity
 * Big picture of the AT process (consideration, information gathering, assessment, SETT, trials, data)
 * FEET forms, introduce and explain Step 1 and 3 that they need to do but don't go into depth because that will be next time
 * Introduce the WATI
 * Homework assignment is to pick a kid and do the WATI with team as a case study and bring it to the 3/4 session

**Day 2** - at SST8, 3/4 - 9-3 (SST3 has room 210) we will do via IVDL
 * when they come in, sit wherever
 * test their Skype with someone in the room
 * opening activity - discussion of their AT assessment model
 * Susan and Sarah will develop an activity (adapted schools stuff) - here's what, so what, now what form[[file:Here's what.docx]]
 * grouped by program
 * share out across regions
 * get them into the book Chapter 4
 * Divide into 2 groups (count off by a-b), each group read a different section of the chapter
 * A pg 47-52
 * B pg 53-65
 * put them into discussion groups (we will set up groups while they are reading)
 * discuss at their tables then...
 * have a Skype chat across regions
 * use our assistive tech planning form (pg 3) to guide discussion of their kids (FEET form) - how do you take your WATI info and use it to plan next steps? Intro each section, and then have them work on it, sitting at tables with their team if they did a kid together and at least one other team/person so there are at least 2 kids to discuss at each table
 * Student - taking their WATI info and putting it into the first 2 columns (Kathy) Kathy will go back to SETT stuff for guiding questions, etc.
 * Environment - 3rd column - Patti
 * Tasks - Tracy and Jennifer - 4th column
 * Tools - end of the day, get to the point of looking at features, use the SETT features chart - 5th column, refer back to WATI continuum
 * target our resources based on the student needs - we will meet at the end of the day to discuss what we need

**Day 3** - 3/18 9-3 - SST8 and we do have rooms need to make sure we have computers
 * Tools and resources for access day
 * In the morning talk about tools to find tools
 * hands on with different websites (vendors, communication matrix, compilation sites, etc., OCALI loan library)
 * In the afternoon stations so that people can get hands on
 * iPad/ipods - Kathy and Patti
 * cause/efffect websites - Patti, switch interfaces and switches Jennifer and Tracy
 * invite Dan Lipka from Tobii, Amy Miller from PRC, OCALI coach and bring stuff?
 * have Dan and Amy each present for 1/2 an hour and then do hands on stations
 * try and order stuff from OCALI - Patti and/or Kathy
 * Susan look at Eastgate and see what they've got, check the UDS toy lending library

Top 10 AT/IT tools list

layering, adding on to the foundation that we built this year

11/3 Panera in Northfield 8:30-12 : Discuss and Revise WATI survey (done). Tracy will introduce her revised form and we will discuss (do on 12/15). Patti will send out revised WATI assessment (posted on this wiki page). 12/15 Patti's 9-2 (Greta's due date) 1/5 Panera in Northfield 12-3 2/14 Arabica 8 a.m. 3/10 Arabica 8 - 12
 * Planning dates - updated 2/14/11**

Debbie Ray CMSD Linda Solomon CMSD Kathleen Ruth Orange? Phyllis Caplin Orange? Kim Brozier, Mayfield? Sandra Ryan, CMSD Arnisha Rogers, CMSD Andrea Burton Kathy King, Strongsville Theresa Mizerik Kelly Reinartz Misty Rosencrance, ACC Noreen Ranally, ACC
 * SST 3 Participant RSVPs**

Megan Maloney Kim Crow Esther Shuman Barb Kovach Brooke Chapman Jen Smith Devin Gardner Norma Roessler Lenor Peyton Anne Cafferelli Barb Somervile Cyndi DeSantis
 * Confirmed Participants from SST 8**

You can click here to link to the WATI form WATI.doc Here is the SETT form Susan/Sarah will do a here's what, so what, now what form Patti contact Dan Lipka Jennifer contact Amy Miller Kathy ordering devices from OCALI Patti and Kathy will talk to Jim (if he comes to the AT network meeting on 2/14) about him coming, maybe doing the app presentation that Nick put together?
 * ToDo: **

Feet forms Here's what..... (Sarah/Susan) SETT features page
 * Handouts **