L.

Morgan Field Experience Documentation

WATI Assistive Technology Consideration Guide
1. What task is it that we want this student to do, that they are unable to do at a level that reflects their skills/abilities (writing,
reading, communicating, seeing, hearing)? Document by checking each relevant task below. Please leave blank any tasks
that are not relevant to the student’s IEP.
2. Is the student currently able to complete tasks with special strategies or accommodations? If yes, describe in Column A for
each checked task.
3. Is there available assistive technology (either devices, tools, hardware, o software) that could be used to address this task? (If
none are known, review WATI’s AT Checklist.) If any assistive technology tools are currently being used (or were tried in the
past), describe in Column B.
4. Would the use of assistive technology help the student perform this skill more easily or efficiently, in the least restrictive
environment, or perform successfully with less personal assistance? If yes, complete Column C.

Task A. If currently completes B. If currently completes task C. Describe new or additional

Reading
Goal 1: Student will improve
reading comprehension skills as
measured by informal assessment.
task with special strategies with assistive technology assistive technology to be
and / or accommodations, tools, describe. tried.
describe.
Student receives chunk None. Student will be able to use
assignments, scaffolding, Microsoft 365’s Immersive
extended time, opportunities to Reader. This platform will read
respond orally, the option to the text to the student and will
ask for the directions to be also provide a picture dictionary
clarified or repeated. for unknown words.

Objective 1: After reading a text on

[the appropriate] instructional
level, the student will
independently answer written
comprehension questions about
the text.

Objective 2: After reading a text on

[the appropriate] instructional
level, the student will
independently identify the main
L.Morgan Field Experience Documentation
idea with supporting details.

5. Are there assistive technology services (more specific evaluation of need for assistive technology, adapting or modifying the assistive
technology, technical assistance on its operation or use, or training of student, staff, or family) that this student needs? If yes, describe what
will be provided, the initiation and duration.
The student will need training on this tool. The training that will be provided will teach the student how to access documents using Immersive
Reader, which can be used through Microsoft Edge (browser), Microsoft Suite 2016, or any Microsoft online tools, such as Microsoft Word,
PowerPoint, etc. By the end of the training, the student will be able to use the Read Aloud feature of Immersive Reader, the picture dictionary of
Immersive Reader, and the line focus feature. This training should take approximately 30 minutes to teach the tool and 10 minutes for the student
to explore the tool.

Microsoft Office 365. (n.d.). Microsoft Learning Tools. Retrieved from https://www.onenote.com/learningtools

Assessing Students’ Needs for Assistive Technology (2009)

L.Morgan Field Experience Documentation

Assistive Technology Implementation Plan

STUDENT INFORMATION
Student Name Grade Date of Birth
Sarah Freeman (pseudonym to protect the identity of the student) 9 08/2004

School Date AT Plan Review Date

Banneker High School 10.1.2018 10.20.2018

POINT OF CONTACT (Individual assigned to keep the Implementation Plan updated)

Ms. S (abbreviated out to protect the identity of the teacher/student)

EQUIPMENT
EQUIPMENT AND SOFTWARE TO BE USED STATUS (e.g., owned by school, will purchase, will borrow, etc…)

Student will use the Microsoft Surface Tablet to access text.
Student will use the Immersive Reader software which is
available through the Microsoft Suite, Microsoft Edge, and
Microsoft 365 online tools. The Immersive Reader online tool
supports students’ reading skills and can be used in all classes.
School has given each teacher a class set of devices for
students to use. The school will train the student on how
to access the software at home for homework or
studying.

EQUIPMENT TASKS
TASK (e.g., order/procure AT, load software, adapt/customize devices/software, set PERSON RESPONSIBLE DATE DUE
up at home/school, maintain/repair, etc.)
N/A – student already has access to a Microsoft Surface tablet in N/A N/A
each of the classes.

TRAINING
TRAINING NEED TRAINEES TRAINER DATES & TIMES FOLLOW UP / ALONG PLAN
Overview of Immersive Student, Parents, Gen Ed Ms. Teachers 10.4.18 – 8:30 – 9:30 Ms. Morgan can monitor the student’s progress
Reader Teachers Morgan Sarah Freeman/Parent 10.3.18 – 4:15 – 5:15 pm during her class.
Ms. Morgan will follow up with the Gen. Ed.
Teachers through viewing work samples
Ongoing support Student Ms. Each class period of her Social Studies class Each class period
Morgan
L.Morgan Field Experience Documentation
IMPLEMENTATION TEAM
NAME (List all individuals who will implement the AT with the student.) ROLE (e.g., administrator, teacher, family member, service provider, etc…)

Ms. Morgan Social Studies Teacher

Ms. S Caseload Manager
Ms. A ELA Teacher
Ms. F Parent of student
Ms. L Science Teacher

HOME IMPLEMENTATION
IEP GOAL CURRICULUM/DOMAIN (e.g., PERSON(S) RESPONSIBLE AT NEEDED TO ACCOMPLISH GOAL
math, science, PE, art, etc…) (List specific AT and customized settings
Goal 1: Student will improve reading comprehension Reading Student/Parent if appropriate)
Home computer/ Immersive Reader
skills as measured by informal assessment. online tool

Objective 1: After reading a text on [the appropriate]

instructional level, the student will independently
answer written comprehension questions about the
text.
Goal 1: Student will improve reading comprehension
skills as measured by informal assessment.

Objective 2: After reading a text on [the appropriate]

instructional level, the student will independently
identify the main idea with supporting details.

MONITORING/EVALUATION
GOAL INSTRUCTIONAL STRATEGY RECORDING SYSTEM & FREQUENCY PERSONS RESPONSIBLE FOR
(How will you teach student to use equipment (e.g., task analysis recording system; score + or - on IMPLEMENTATION / DATA COLLECTION
and/or how to achieve goals.) data recording sheet)
Goal 1: Student will improve reading Teach – Model – Assess Task Analysis Ms. Morgan
comprehension skills as measured by informal
assessment.

Objective 1: After reading a text on [the

appropriate] instructional level, the student will
independently answer written comprehension
questions about the text.
 L.Morgan Field Experience Documentation
Goal 1: Student will improve reading Teach – Model - Assess Task Analysis Ms. Morgan
comprehension skills as measured by informal
assessment.

Objective 2: After reading a text on [the

appropriate] instructional level, the student will
independently identify the main idea with
supporting details.

CLASSROOM IMPLEMENTATION
IEP GOAL CURRICULUM/DOMAIN PERSON(S) RESPONSIBLE AT NEEDED TO ACCOMPLISH GOAL (List specific
(e.g., math, science, PE, AT and customized settings if appropriate)
Goal 1: Student will improve reading comprehension art, etc…)
Social Studies, ELA, General Education teachers Immersive Reader online tool, Microsoft Surface
skills as measured by informal assessment. Science Tablet

Objective 1: After reading a text on [the appropriate]

instructional level, the student will independently answer
written comprehension questions about the text.
Goal 1: Student will improve reading comprehension
skills as measured by informal assessment.

Objective 2: After reading a text on [the appropriate]

instructional level, the student will independently identify
the main idea with supporting details.
L.Morgan Field Experience Documentation
Assistive Technology Evaluation

PART I: Student feedback to determine whether the student likes the AT and feels that it is helpful.
After the Assistive Technology Review meeting, I spoke with Sarah about the new tools she could

use to help with her reading comprehension skills. I informed her that she would be using Immersive

Reader to help her chunk the text, access a picture dictionary, and hear the text read to her. We set up the

training for the platform on October 3, 2018.

During the training, Sarah was taught how to access and use the online platform tool. She was also

given a text help her practice using the tool. She was informed that she would be able to use this tool in

her Science class, English/Language Arts class, and my class, her Social Studies class. Her teachers will

be taught how to send documents are reading assignment to Sarah through the Immersive Reader

Platform.

Sarah began using the Immersive Reader online tool on October 4, 2018. She like this tool

because it is discrete and easy to use. She said she did not feel singled out because everyone is on the

Microsoft Surface at the same time. During her use of the Immersive Reader’s features, she said that she

like the line focus feature the most because it helps to chunk the text into manageable parts. The picture

dictionary was also help, she added, because it helps her visualize some of the words in the text. Sarah

also mentioned how easy the platform was to access. Overall, Sarah felt that the Immersive Reader tool

would help her meet her Reading IEP goal.

PART II: Observations to establish whether the student uses the AT and appears engaged and interested
in using the device.
Sarah Freeman was observed during Ms. Morgan class to gauge the use and engagement with the

Immersive Reader online tool. Sarah attends my class every other day. Since the student training day,

Sarah attended my class three times, she used and was engaged with Immersive Reader each of those

days. I also checked in with her teachers to see if she used the platform in their classrooms. The ela and

science teacher both informed me that Sarah was using Immersive Reader in their classrooms.
L.Morgan Field Experience Documentation
PART III: Performance data to determine whether the AT helped the student to perform the intended
task(s).

In each of these assignments, Sarah was asked to answer comprehension questions about the text

and identify the main idea with supporting details. Based on the data, the Immersive Reader Online

platform was beneficial to Sarah. The trend prior to using the Immersive Reader was a negative as Sarah’s

grades were decreasing on the assignments. After using the Immersive Reader platform, Sarah’s grades

increased. During its use, Sarah mainly used the line focus feature to help chunk and prevent distractions

of the text. She occasionally used the read aloud feature. As time progresses, Sarah’s progress will be

monitored to determine if this platform continues to aide in Sarah’s success.

Sarah's Progress Before and After Immersive Reader

90
80
70
60
50
40
30
20
10
0
Identify that Locke + Hobbes Articles of Compromises of Ratifying the Federalist vs
Government Homework Confederation the Constitution Constitution AntiFederalist
(9.17.18) (9.21.18) Reading (10.5.18) DBQ (10.9.18) Reading
Response Response
(9.27.18) (10.11.18)

Before Immersive Reader After Immersive Reader