integration of the technology throughout the daily schedule adequate time for student training and practice adequate funding for necessary peripherals (e.g. printers, scanners) and consumable items (e.g. ink, batteries) effective collaboration with school and district IT support for coordinated maintenance and repair Guidelines for Establishing IEP Goals and Objectives with AT as a Strategy For information on establishing and implementing IEP goals and objectives, see the British Columbia Ministry of Education site at . Goals Objectives Assistive Technology as a Strategy Challenge the student but are Identify various steps involved in Recognize that AT is a tool to achievable achieving intended goals support achievement of IEP goals Are relevant to the individual Organize tasks into sequential and objectives and AT, itself, is student’s needs and measurable components not a goal Focus on what will be learned Screen out unnecessary Ensure the relationship between Are stated positively focusing on essential components the use of AT and the IEP and objectives is clear Examples Goal Objective Assistive Technology as a Strategy Student will participate orally Student will greet the teacher The MT4 communication device without prompting upon entering will be programmed with a “Hi the classroom by June Teach” button Student will increase written Student will complete 10 Student will use computer and output at the grade 4 level paragraphs of writing over 10 pre-programmed word in a consecutive language arts classes picture based word processor Student will increase Student will take notes Student will use a room viewer to independence in grade 10 class independently in each subject see teacher and blackboard and a work area by June laptop with screen enlargement to take notes
integration of the technology throughout the daily schedule adequate time for student training and practice adequate funding for necessary peripherals (e.g. printers, scanners) and consumable items (e.g. ink, batteries) effective collaboration with school and district IT support for coordinated maintenance and repair Guidelines for Establishing IEP Goals and Objectives with AT as a Strategy For information on establishing and implementing IEP goals and objectives, see the British Columbia Ministry of Education site at . Goals Objectives Assistive Technology as a Strategy Challenge the student but are achievable Are relevant to the individual student’s needs Focus on what will be learned Are stated positively Identify various steps involved in achieving intended goals Organize tasks into sequential and measurable components Screen out unnecessary focusing on essential components Recognize that AT is a tool to support achievement of IEP goals and objectives and AT, itself, is not a goal Ensure the relationship between the use of AT and the IEP and objectives is clear Examples Goal Objective Assistive Technology as a Strategy Student will participate orally Student will greet the teacher without prompting upon entering the classroom by June The MT4 communication device will be programmed with a “Hi Teach” button Student will increase written output at the grade 4 level Student will complete 10 paragraphs of writing over 10 consecutive language arts classes Student will use computer and pre-programmed word in a picture based word processor Student will increase independence in grade 10 class work Student will take notes independently in each subject area by June Student will use a room viewer to see teacher and blackboard and a laptop with screen enlargement to take notes
District_Screening_Checklist_2015-09-01.docx