Welcome to the LATS Program

Dear Colleague:

I congratulate you on your decision to enroll in the Local Assistive
Technology Specialist (LATS) Professional Development Certificate
Program! We are very excited about having you as a guest at the Thomas
C. Armstrong Middle School, 6076 Ontario Center Road, Ontario Center,
14520, next week.  I look forward to creating a very special network
of AT professionals with you.


My name is David Grapka.  I will be your Lead Facilitator, and I would
like to share my answers to a few questions you may have about this
program.   Please share this information with your direct supervisor!

1.  What are the purposes of this training?
Think of this training as analogous to obtaining your "AT Learner's
Permit" on your way to becoming an experienced "AT driver."  You did
not drive an 18 wheeler cross country two weeks after your 16th
birthday.  Similarly, you will *not* know all there is to know about
conducting AT Consultations with all of the most challenging students
in your district the following week.

However, we will help you acquire the confidence and competencies as
recommended by the National Association of State Directors of Special
Education (NASDSE) to  provide the Assistive Technology Services as
required by IDEA 2004.  These include:

- Facilitate IEP teams to use an effective team decision making
process to appropriately?consider students for their assistive
technology needs
- Locate and use available local, state and national resources to
assist with facilitation.
- Implement selected assistive technology devices and software within
the curriculum.
- Over time, apply learned skills to assess student needs and provide
a range of?assistive technology services in general and special
education classrooms.?Please see:
http://www.cde.ca.gov/sp/se/sr/atstaff.asp for a list of competencies.



2.  What am I expected to do to demonstrate that I have mastered the
competencies?

Between now and October 9, 2010, we will support your efforts to:
- conduct four software and/or equipment trials and complete a brief
survey to evaluate their impact
- conduct one assessment that will be observed and supported by an
experienced AT Professional
- complete a project, one that addresses a real need or solves a real
problem for you, your students or your colleagues.  Don't worry if you
don't like projects - this one will be different.  I promise!


3. Will CEUS available for this training through the AACInstitute.org?
Yes! 3.5 CEU's are available to you and included in your course fee.
You will receive more information next week..

4. When does the program begin and end?
The LATS program consists of five full day trainings beginning at 8:30
sharp and ending at 4:00 p.m.  "Funding AT" and "AT and the Family"
are two topics we will cover via distance education after our last
scheduled face to face training.?   Hands-on laboratory work is
scheduled each day before, during and after each class.?  You may
bring your own laptop to the sessions if you prefer but I can't
promise you will be able to connect to the internet there.

Please invite your supervisor or CSE Chairperson to join us for lunch
at noon on the fifth day of the training - Wednesday, December 9.
Location TBA

The purpose of the luncheon will be to facilitate the exchange of
ideas, clarify expectations, and explore resources that will help each
person achieve their personal and professional goals for this program.
 We understand why they may not attend if they do not live anywhere
near Ontario Center.


5. Will there be homework assignments?

Yes!  Reflective Learning is a powerful way to dig deeply into your
personal educational philosophy and reassess why you do you what you
do the way that you do it.  So that we can learn a little about each
other before we meet, and to help me plan the class to more accurately
reflect your needs, please read the attached article on "Rethinking
Assistive Technology," then click on "reply all" to email me AND THE
CLASS your answers to three questions:

-  Tell us a little bit about yourself! Who are you and what do you do?
-  What information from the article resonates most with you - and why?
-  How would you use the information in this article to improve
district guidelines?and procedures regarding assistive and
instructional technologies?

Can you please email us your responses by no later than 9 p.m. this Saturday?

6. Anything else?
- Yes, dress is casual - like a summer camp! - for all five days.
- Bring your own snacks if you wish, and we will find a place to eat
them away from the computers!
- Lunches will be available for purchase at the school.  We will also
be able to order out.

I am looking forward to working with you on this very special
professional development program. It is an exciting opportunity for
you and your colleagues to implement appropriate Assistive Technology
services for all students with disabilities.

Please contact me at 518-464-6348 or E-Mail: Davidgrapka@gmail.com if
you have any questions about this material.

David


David Grapka
Staff Development Coordinator
Instructional Resource Services
Capital Region BOCES
900 Watervliet Shaker Road
Albany, NY 12205
518-464-6348 (w)
518-464-3992 Fax
518-527-9688 (c)
Davidgrapka@gmail.com

People, Systems, and Technology

TRE’S Certificate for the Local Assistive Technology Specialist (L.A.T.S.)

MATERIALS INVENTORY and AGENDA

The training is competency based (see: http://www.cde.ca.gov/sp/se/sr/atstaff.asp for a list of competencies).  To demonstrate attainment of these competencies, participants will complete a final project, conduct four device trials, and participate in an observational activity wherein a certified LATS will observe and support the participant in their completion of an Assistive Technology Assessment. 

The final training day may include a luncheon with participants and their supervisors.  The purpose of the luncheon will be to facilitate the exchange of ideas, clarify expectations, and explore resources that will help each person or team complete his/her/their action plan.

CD ROMs

• - Assistive Technology Exploration Center: Adaptive Computer Technology Lab 

• - Assistive Technology Exploration Center: Communication Technology Lab 
• - LATS Resources and Reflections
• - Effective Practices: Universal Design for Learning

RECOMMENDED TEXTS

• - Assistive Technology Consideration Wheel (included with your materials)
• - Computer and Web Resources for People with Disabilities (available to purchase at http://www.ataccess.org/resources/atabook/ordering.html 
• - Commonly Asked Questions About Assistive Technology (available at no cost at http://www.mainecite.org/docs/caq 
• - Parent Guidebook to Assistive Technology (available at no cost at http://www.mainecite.org/docs/ptguide 
• - Teachers’ Guides to Inclusive Practices: Collaborative Teaming Excerpts. For a complete copy of the book, order from http://brookespublishing.com/store/books/snell-3572/711X.htm  

VIDEOS

• - One Thumb to Rule Them All: http://www.assistiveware.com/videos.php 
• - A.T. Assessment I: Data Gathering
• - A.T. Assessment II: Decision Making Video
• - A Team Assessment: Annie Preece
• - Review and Recommendations of Team Members: Annie Preece

CORE READINGS

• - http://www.nationaltechcenter.org/resources/I_Can_Soar/default.asp Four AT Success Stories
• - http://www.fctd.info/resources/newsletters/index.php April 2008 “Pre-service training”
• - http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te700.htm Critical Issue: Enhancing System Change and Academic Success Through AT for K–12 Students With Special Needs
• - http://www.texasat.net/default.aspx?name=trainmod.consideration Consideration of AT

TOOLKIT SUPPORT

• - 4x6 goal notecard
• - Post Its
• - Bass Switch from Don Johnston
• - Catalogs and CDRoms from Vendors who have volunteered to support this training; e.g. pens, flyers, brochures, etc.

• -

DAY 1: Exploration of Assistive Technology and Universal Design for Learning Solutions

As extensive as this program necessarily must be, we encourage you to complete the reading assignments outside of class time and come to the next class well - prepared to clarify your thinking.

8:30 Welcoming Spirit Work: To understand and appreciate a variety of perspectives, we will create our own social network for the week and beyond. All participants are encouraged to publish on their own personal School 2.0 Tool (e.g., blog, twitter, facebook, myspace or similar).

Infer personal meaning from an Overview of the Program and the concept of Constructivism.

Validate and annotate one’s own reflections to articles sent to all participants in advance.

9:30 http://www.assistiveware.com/videos.php?video=Elina_Hughes 

9:45 Collaborate with a colleague to answer “Commonly Asked Questions About Use of Assistive Technology” at either http://www.vesid.nysed.gov/specialed/transition/atds.html or in the NY State Guidelines Day 1 – folder #5 or http://www.mainecite.org/docs/caq/

10:15 Break

10:30 Seek and Ye Shall Bookmark: AT Exploration Center, Part I: To interpret the impact that a fraction of the 36,000 devices can have on our lives, we’ll use the “Assistive Technology Exploration Center Activities” Guide and ORCCA’s “Adaptive Computer Technology Lab” CD.

12:00 Lunch (45”)

12:45 Introduction to UDL: Teams jigsaw Edyburn’s “Re-examining the Role of Assistive Technology in Learning” article. Following “YouTube quality presentations” - a ‘technographer” will mash the class’s answers to the Questions on a Web 2.0 tool.

2:00 Break

2:15 SQ3R UDL and the Accessible Classroom

3:45 Assistance at a Distance

1. a. Email your answer(s) to “Tech Tool Bingo” 
1. i. Orange/Day 1/13 HW TECH TOOL BINGO to davidgrapka@gmail.com
2. b. Subscription On the Horizon: http://nimas.cast.org/about/nimas NIMAS factsheet available. Consider signing up for this listserv and be prepared to comment on how NIMAS may affect your work or is affecting it now.
3. c. Complete the QIAT Matrix 
1. i. 16 HW QIATMatrixScore5-08; 
2. ii. 15 HW_QIATMatrices and be prepared to act on your scores this week.

DAY 2: Assessment Process I: Data Gathering and Systems Change

8:30 Welcoming Spirit Work: adaptive PE/sports/recreation

8:40 Constructivism & Tech Tool Bingo and Recreation/

9:00 Uploading Your Knowledge to Your Project and Sharing It With the World

1. a. The Matrix and Managing Complex Change
2. b. Square Wheels and the Circle of Support
3. c. Project Proposal Format

Blogging for Understanding: Assessment Frameworks

10:15 Break

10:30 Reverse Engineering (http://en.wikipedia.org/wiki/Reverse_engineering) the Consideration Flowchart of Primary Questions

• - AT Research Discussion Organizer: The SETT Framework
• - Assistive Technology Assessment Process: North Dakota IPAT Training Module 

11:45 Lunch

12:30 Gathering Data: Methods and Tools

• - http://www.trackerplus.net/ 
• - http://www.adaptive-sol.com/at.htm
• - http://www.cqcapd.state.ny.us/AssistTechTRAID/traidintro.htm 

1:30 Break

1:45 Networking for Evaluating Data Collection Instruments:  Woodwinds Unite!

• - Technology Resources for Education (TRE) Student Technology Consultation form
• - Environmental Observation Form (in “Charts” folder on the LATS Disc)
• - Hey Can I Try That? download from: http://www.edtechpoints.org/TechPointsDocs/Hey.pdf 
• - Wisconsin Assistive Technology Initiative (WATI)
• - The Assistive Technology Continuum (Judy Sweeney)
• - Multi-sensory lesson Expansion Planning Sheet (Judy Sweeney)
• - FEAT
• - Lifespace Access Profile 
• - Interactive Checklist for Augmentative Communication (INCH) 
• - SLP tools

2:45 Break

3:00 “Playing a Symphony” Report outs

3:20 Categorizing Other People’s Projects

3:40 Networking and a Look Forward

• - Points to Consider for AT Evaluation: http://www.connsensebulletin.com/cormiernov2.html
• - Seven Ways to Increase Your Productivity (Day 2 Folder)

DAY THREE: Team Building, Case Study and Selected Devices

8:30 Prize Drawings

8:35 Welcoming Spirit Work: Setting the Stage with Affective Ed : folder in CUDLES Support for RTI

Constructivism and AT Evaluation: Validate & annotate one’s own reflections to homework.

8:45 Team Building: Groups vs Teams

9:15 Team Building: AT and UDL Buffet “Blender” Assignment (Day 2, Folder #1)

10:00 Teachers’ Guides to Inclusive Practices: Collaborative Teaming Excerpts

10:15 Break

10:30: WEBINAR with Brenda Bender from Don Johnston on “SOLO”

11:45: Lunch

12:30 “Let’s C.U.D.L.E.”

Highlight, subscribe, and play with resources in Day 3, Folder 2: Toolkit Resources #1, document #1, pages 15-25, and 38-39, to create your own “CUDLES”

1:25: Break

1:30 Tech Tool Bingo! Demonstration of selected tools by experts in and out of class:

1. a. R J Cooper
2. b. Ablenet
3. c. Portable Word Processors
4. d. Enabling Text to Speech in Microsoft Office
5. e. Enabling Speech to Text in Microsoft Office
6. f. Dragon Naturally Speaking
7. g. Jeopardy Powerpoint

2:25 Break

2:30 Tech Tool Bingo “CUDLE-ing” Up to Technology:

1. a. Kidspiration / Inspiration / bubbl.us
2. b. Clicker 5
3. c. textHelp!  Read and Write Gold
4. d. Sign up for Intellishare, QIAT.org, techlearning, Fast Company, CEC Brief

3:25 Mix, re-mix and apply what you have to find a solution for a student on your caseload.

3:45 Categorizing, Networking, and a Look Forward

Constructivist Activities: Familiarize yourself with Ryan’s Case Materials

DAY FOUR: Assessment II: Decision Making and Selected Devices

8:30 Welcoming Spirit Work

8:40 Follow along with the “Team Decision Making for AT” video with the Article by P. Reed).

1. a. Problem Identification
2. b. Solution Generation
3. c. Solution Selection
4. d. Solution Implementation
5. e. Followup

10:10 Tweet your thoughts on Team Tools in the “A.T. Assessment II: Decision Making Video” – is the sample meeting more or less like your situation?

10:10 Break

10:25 Webinar: Dr. Mary Sweig Wilson, Laureate Learning Systems: Syntax: Assessment and Mastery

http://www.laureatelearning.com/information/new_intro.html 

11:45 Lunch

12:30 “Playing with AT Team Tools to Evaluate Ryan”

• - Use the Team Decision Making Process to Review and Discuss Reports contained in Ryan’s Case Study. 
• - Complete the appropriate form to develop an action plan and prepare to defend your answers to the class.

1:30 Break

1:45 Contrast Lahm’s “Essential Elements of Reports” with the Instructor’s Report on Ryan (or with your most recent AT Evaluation Report)

• - What are the report’s strengths and weaknesses? What would you improve?

2:15 “CUDLE-ing Up with Technology, Part II: Producing Your own Reading and Writing Toolkit

3:45 Categorizing, Networking, and a Look Forward

• - Review Zabala’s “IEP in the IEP” handout – 
• - Review what you wrote about your situation on the QIAT Matrix – what is one thing you need to do?
• - Show and Tell a family member about “One Thumb Rules All” and answer the following:
•  What impact do you think modern technology has on the lives of individuals with disabilities? 
•  What should parents of children with disabilities keep in mind as they involve their children in recreational activities? How is this different from what parents of children without disabilities do?
•  What are some of the recreational activities that are easily available to families with children with disabilities in your area? 

4:00 Home again, home again . . .

DAY FIVE: Assistive Technology in the IEP and Classroom Integration

8:30 Welcoming Spirit Work and Prize Drawings

8:40 Homework and Notebook Review in relation to Zabala’s “AT in the IEP” Handout.

9:00 Jigsaw Teams to Analyze, Link, and Present their impressions of Evidence – based Education, AT, and the IEP Team Process.”

Following the presentations - YouTube quality is acceptable  - a ‘technographer” will highlight the class’s answers to the Questions on a School 2.0 tool.

10:15: Break

10:30 In dyads, each pair chooses one of the following AT in the IEP resources and applies it to formalizing the needs of the Case Study student and to improving current practice.

1. a. Assistive Technology Implementation Plan
2. b. Ablenet AT planning tool
3. c. Assistive Technology for Testing

11:30 Discussion: “Data Collection during the Extended Assessment,” using the TRE Center’s Extended Assessment form, or similar.

12:00 Lunch with Administrators and former LATS Graduates to Discuss AT Operating Guidelines & AT/IT Collaboration

1:00 Classroom Integration: Those Who Can . . . Find UDL Solutions.”

- AT and the IEP teaching activity  with http://boston.k12.ma.us/teach/technology/access.asp  Supports Lists: Tools and Strategies to Support Access to Standards-Based Learning for Diverse Learners available online only

2:30 Break

2:45 Discussion and Analysis of Teaching Lesson: 10 Tips for Everyone

3:15 Networking and A Look Forward to follow up support for our group!

3:45 Collection of AAC CEU Forms and Feed Forwards

4:00 Group Hug!