IEP & AT use #2

Present Level of Academic Achievement and Functional Performance: Kelly is in the third grade classroom for most of his day. He has a full time paraprofessional who assists him. He is unable to use a standard keyboard because of his physical limitations. Additionally, his speech is frequently unintelligible. He currently uses single message and multiple message voice output devices, eye gaze, and limited direct selection to complete his academic work. Kelly is functioning at about the second grade level in most curricular areas. 

Annual Goal: Kelly will use an adapted keyboard with custom overlays and a computer with talking word processing to complete all academic work. 

STO 1: Using an adapted keyboard with a custom spelling template, Kelly will complete a 10 word weekly spelling test taken from second grade curriculum and his current reading materials, with 80% accuracy once a week. 

STO 2: Using an adapted keyboard with a custom overlay with three character names and facts or characteristics about them from a current reading selection, Kelly will generate three sentences describing a character or their actions with 100% accuracy on three out of four opportunities. 

STO 3: After participating in a cooperative group science project, Kelly will use an adapted keyboard with a custom overlay that randomly lists three to five steps involved in the science project to sequence the steps in proper order with 80% accuracy and "read" them to his group as the "recorder" on three out of four opportunities. 

STO 4: Using a basic numbers overlay on an adapted keyboard, Kelly will complete his adjusted daily math assignment with 100% accuracy on four out of five opportunities. 

Like the student in the picture above using an adaptive keyboard, Kelly would be able to use an adaptive keyboard with personalized overlays to help him better communicate and participate in class.  With specific overlays and using a talking word processor, it would help support him in the third grade classroom.  Each custom overlay would match up to his short term objectives, and strive to help reach academic progress.  Kelly’s present level and short term objects mention science, reading, spelling, math, and other various academic work, which would be easier completed with an adaptive keyboard and talking word processor.  This will hopefully also prevent any frustration and struggle with Kelly’s communication and production of work in the future. 

References: IEP written by Wisconsin Assistive Technology Initiatives and CITE