# data[].attributes.body
Choose 1 session to watch.

Make sure to add your name and session you watched in the title.

After watching the recording,  share your insights about the sessions. What were some of your takeaways from the sessions? What could you implement immediately? What is something you want to learn more about that topic?

Comment on at least two posts from your classmates

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.body
After watching video, share your insights about the video.

Share 3 takeaways from the video.
How could using the QIAT indicators support more effective assessment of AT needs?

# data[].attributes.attachment_link.authors[].name
Mike Marotta-ITS, LLC under contract with NH DOE

# data[].attributes.attachment_link.title
Quality Indicators for Assistive Technology Services - Assessment

# data[].attributes.body
After watching the video, share your insights about the video.

Share 3 takeaways from the video.
How could IEP teams incorporate the QIAT best practices principles to ensure more thoughtful, complete student IEPs?

# data[].attributes.attachment_link.authors[].name
Mike Marotta-ITS, LLC under contract with NH DOE

# data[].attributes.attachment_link.title
Quality Indicators for Assistive Technology Services - AT in the IEP

# data[].attributes.body
My biggest takeaways from this video are...
1. While every IEP team needs to "consider" AT, not every IEP student will necessarily have an AT assessment; they're done when the team needs more information to decide if AT would be helpful.
2. AT assessment is an ongoing process, not a one time event, and students can be reassessed as needed.
3. The composition of an AT assessment team can be different from the IEP team to make sure the needed knowledge and skills are there.
Using the QIAT indicators supports more effective assessment of AT needs because they give IEP teams and others who work with the student a foundation on which to base their assessment and implementation of AT rather than going in blind.
~ Cassidy

# data[].attributes.body
My main takeaways from this video are...
1. Anything can be AT- it's not what the item IS but the extent it's needed and how it's used that makes it AT; it can be any item that increases, improves, or maintains functional capabilities.
2. AT can be used for special education and in the general curriculum. It can also be used for extracurricular activities.
3. Something that is available and used by all students can still be classified as AT if it's required by a specific student.
~ Cassidy

# data[].attributes.headline
Personalized Learning in the Classroom for EVERY Student (Cassidy DeMona)

# data[].attributes.subject
Personalized Learning in the Classroom for EVERY Student (Cassidy DeMona)

# data[].attributes.body
I chose to watch this session because I teach over 120 students each semester and struggle to differentiate education effectively for every single one of them. Due to my large number of students, I am always looking for technology that can make it easier for me to differentiate for each of them. I also teach in a one to one district so personalized learning programs are something that would be possible for me to implement. Something that I want to implement in my classroom is more self reflection and goal setting. I teach middle schoolers, so they have the capability to set goals but often struggle with following through. I want to explicitly teach how to set goals and provide more check ins for the goals to scaffold the process. Something I would like to learn more about is how I, as the teacher, can provide personal choice while still keeping track of where every student is and ensure they are making progress. I am also interested in the tool Deck.Toys that the presented mentioned!

# data[].attributes.body
1. A team always determines if a student needs AT. If one person was to assess the student it may be bias. Also, team members may have more knowledge about the topic.
2. Quality Indicators for AT Assessment give a guideline when assessing a student. Team members will know what to look for and what is looked at.
3. Trial periods are very important when assessing the student.

This could be more affective because evaluators/teams will know what to look  for which will guide them in the process.

Michelle

# data[].attributes.body
1. The IEP document should describe the AT in the student's everyday education so that everyone who has access to the IEP will understand it.
2. AT could assess students to achieve their goals, whether they are observed or measured.
3. There is no specific place to talk about the AT in the student's IEP. The AT is written in any section where it will be used. Instead of naming the AT, a description of it should be mentioned.

IEP teams could explain the AT in depth on the student's IEP, clearly stating when the AT should be used either throughout the day or during which subject.

Michelle

# data[].attributes.body
1. AT is an ongoing process!
2. Procedures should provide consistency. It's critical that students in an elementary school get the same type and level of assessment as a "student in the middle school".
3. The trial periods are essential because they can save districts money. This ensures that districts do not spend money on unnecessary tools because they were recommended by someone. That is why they should see the student using the meaningful tasks.

-Kalene

# data[].attributes.body
1. AT devices can be written directly into a goal.
2. AT is not about what something is or where it comes from, but rather to which it is needed and how it is used.
3. AT can be written in many sections of the IEP if it is relevant.

-Kalene

# data[].attributes.headline
Assisted Tech or Attitudinal Traits? - Michelle 

# data[].attributes.subject
Assisted Tech or Attitudinal Traits? - Michelle 

# data[].attributes.body
I learned that even though a student may use AT it may not be enough. It was interesting to hear the lady talking about students that say, "I can't do it, or I don't know how to" because it's what I dealt with today. Students oftentimes will be given examples and directions, and then are told to do independent work, but they still can't complete it alone. I would like to learn more about why that happens. Is is lack of caring, lack of motivation, lack of self confidence? How could I help change that?

# data[].attributes.body
1. A team of knowledgeable individuals get together to discuss the needs of the student and how assistive technology can help them learn. Someone who really knows the student and works with them consistently should be present.

2. It is important to provide consistency among students in all schools. For example, an elementary student should receive the same assessment as the middle schoolers.

3. Trial periods are essential because we can focus on a student's performance by completing a familiar routine. Students may perform differently depending on their environment.

4.   QIAT stands for quality indicators  for assistive technology services. Using QIAT can create more effective assessment of AT needs by providing a framework for the assessment to take place. It includes a team of skilled professionals, consistency and a trial period. Not just one person is making a decision for a child but rather everyone is coming together to decide what is best for the child. There is even a process planning form you can use to get started on this so the team can identify the tools and strategies needed to address a specific need of a student. We can use QIAT when the problem is beyond the scope of the normal procedures used during a service assessment.

- Amanda Brown

# data[].attributes.body
1. AT is about how much something is needed and will be used by a student

2. AT can be any item that increases, improves or maintains the functional abilities of a student with disabilities

3. AT can also be general technology that is accessible to everyone and used by everyone, but is required for this student in particular in order to be successful in the curriculum.

4. IEP teams can incorporate the QIAT practices and principles to ensure a thoughtful and complete IEP for a student by describing the role of assistive technology in the child’s educational program. The IEP team can come up with measurable goals and observable outcomes, and provide a description of the devices and services that the child will be utilizing. The IDEA does not identify where to discuss AT in an IEP, however it can be included in any IEP section that it is necessary. It is a good idea to write features needed in the IEP rather than device names. Also, guidelines are helpful to  assist the IEP team in documenting AT. An AT statement can be incorporated into a students goals and objectives and also can be written as an accommodation. For example, Sarah will use an electronic word processor with speech output and word prediction capabilities for any writing task more than two paragraphs in length.

- Amanda Brown

# data[].attributes.headline
Top 9 Things Educators Can Do To Support Students - Amanda Brown

# data[].attributes.subject
Top 9 Things Educators Can Do To Support Students - Amanda Brown

# data[].attributes.body
1. Takeaways: As educators we have to build a relationship without students right from the beginning. GIve them interest surveys, show them a powerpoint about you, have them show you pictures about themselves. Create trust. Be consistent with them and let them know your expectations immediately. Another important thing we can do to support students is to make sure our students can communicate with us. This can eliminate negative behaviors. Is there too many sounds in the room? Are your captions on to support your auditory  processing students. Focus on why a behavior is happening. If the behavior is predictable, it is preventable. We also need to teach our kids executive functioning skills at a young age. We can do this by having them self- monitor their work.

2. Implement: Effective immediately , I am going to create some type of check in for one of my disruptive students. He is going to start self monitoring his behavior in my class. If he reaches a certain level, I am going to email home.

3. Learn more: I would like to learn more about how I can use more visuals for my autistic high schoolers without having them feel they are being babied. I know my student benefits from having his schedule on his binder, but I would also like to help him navigate the school better so he can find his locker because he is refusing to use it.                                                      - Amanda Brown

# data[].attributes.body
1. It is an ongoing process. AT assessment requires time, data recording and consistency in order to determine proper results.  Reassessment and changes need to be considered as the student, their ability and environment changes.
2. Keep consistent procedures when evaluating and assessing the possibility of AT.  This helps keep consistency and abides by the law.
3.  There are many professionals that make up the team for AT assessment.  Outside professionals can be utilized for guidance.  The teams need to consist of members that have the combined expertise to provide professional recommendations.

The QIAT indicators can support more effective assessment of AT needs by providing consistency, applicable expertise, timely recommendations and multiple assessments over time.

# data[].attributes.body
1. It is an ongoing process; it doesn't just end abruptly at a single point
2. Consistency is key for students of all grade levels
3. Trial periods are important and provide a bigger picture

# data[].attributes.body
1. As this and the previous video said, the AT needs to fill certain indicators before it can be listed and not simply chosen because it was recommended. Indicators include being able to support achievement of goals, can be measurable and have clearly described and provided.
2. Any item that can increase, improve or maintain the capabilities of the student and make progress on the IEP goals can be considered AT. This includes tools that are readily available and already in use, but are required by the particular student.
3. There are a multitude of resources to help with indicators, evaluations, planning and guiding for AT.

IEP teams can incorporate the QIAT principles by providing a universal guide for assessing, measuring and recommending AT. A universal guide is effective by providing every IEP member and educator with the same information that passed all the indicators in a coherent and measurable way that can be understood across the board.

# data[].attributes.body
Takeaways
1.Professionals have expressed difficulty in convincing administration that AT is required, reviewing or retraining tech and providing how-to guides.
2. Use tech in forwards ways. use. Initially, utilize tech that is readily available to not only the educators, but to the students and parents.
3. Working Smarter - Utilize tech and create videos that can be used over and over again and can be freely adapted/changed over time.  This can help minimize the amount of work you need to do and can maximize the usefulness of your work.
4. Using appropriate tech to collaborate with team members can provide further benefit towards the QIAT Assessment

Implement Immediately...
Autocrat - I can merge the guides I use for accommodations and potentially connect them to my student notes, showing measurements of performance alongside the guide.

Learn more about...
Autocrat - Add on to Google Sheets that adds functionality and can be transferred into Slides.  With Autocrat, you can fill cells in sheets. The data entered can be transferred automatically onto a slides or docs.  This can help transfer data easily into a presentation or other use.

# data[].attributes.body
My first takeaway is that AT assessment is not conducted by just one person, but by a team of knowledgable individuals. My second takeaway is that AT assessment is not done in one day, it is ongoing and can be reassessed when needed. My last takeaway is that the AT assessment team looks at data from the student so that they know exactly what would work best for the student in different environments.
- Gabby Mahoney

# data[].attributes.body
My first takeaway from this video is that all districts and all states should have guidelines to follow on how to put AT in the IEP and where. My second takeaway is that the description of the devices and/or services provided to the student are written clearly so that the person implementing them knows how to best help the student. My last takeaway is that AT can be any item that helps a student with a disability and can benefit them or improve what they are capable of.
- Gabby Mahoney

# data[].attributes.headline
Kids Just Wanna Have Fun...and AT Can "Make" That Happen (Gabby Mahoney)

# data[].attributes.subject
Kids Just Wanna Have Fun...and AT Can "Make" That Happen (Gabby Mahoney)

# data[].attributes.body
My first takeaway from this video is that play is powerful for kids. When kids are playing, they are supporting skill development like cognition, language, social-emotional, etc. My second takeaway is about environmental support and how these toys can be made at home with anything and can be used anywhere to allow the child to explore, be stable, confine them, or position themselves. My last takeaway is about sensory rooms and how instead of using sensory toys in person, they now have online versions that children can still play with since many of them were not in school and playing with these toys because of covid. The one example that was shown was an online version of bubble wrap which can be played with completely virtually. These online sensory tools are something that can be used in my classroom immediately during homeroom for my students. Something that I want to learn more about is the online sensory resources that can be implemented in any classroom without needing any supplies.

# data[].attributes.body
1. It is an on-going process that is conducted by a team. The team identifies different ways to help the students’ needs.

2. Team composition matters because they need to pull everyone together in order to have all of the information that is needed. Everyone does not need to know everything, but by bringing everyone together they can share their ideas, perspectives, and information in order to provide what is best for the student.

3. Trial periods are essential when observing students. The environment may affect the student’s performance so it is important to have these trials to focus on their achievements.

Using the QIAT indicators supports more effective assessment of AT needs because it provides information for the team members and has a process in which the team can address certain needs of the students. The QIAT indicators allow teams to follow the proper procedures and follow through with them.

-Alyssa Evanik

# data[].attributes.body
1. AT is more than what you think it is, it is about the extent to which it is needed and how it is used. It can be any item that the student uses to help their capabilities.

2. Documenting AT in the IEP can be done in any section of the IEP where it is relevant. When technology is available to everyone, but required by this student, it should be documented.

3. AT can be written directly into a goal in an IEP or it can be written as an accommodation to be used for multiple goals.

IEP teams can incorporate the QIAT best practices principles to ensure more thoughtful, complete IEPs by identifying where and when the student can use AT. IEP teams can use this as a guideline to provide students with what they need in order to be successful. The IEP teams can also use these guidelines when it comes to documentation in the IEP.

-Alyssa Evanik

# data[].attributes.body
I chose to watch “Top 10 Accessibility Tips for Educators” and I learned about some built in accessibility features on Chromebooks. Where I teach, each student has their own Chromebook so it was interesting to learn about the features that all of my students can access. I also found it interesting to learn about accessible fonts. These fonts are not just caps or bolded, but the font itself is spread out and found to be easier for students to read. I also thought the ALT text for images was very interesting. The ALT text would read and describe what was in the picture. For example, in the video the voice described that there was a picture of a map of New Jersey. I could implement something like Google Tasks for checklists/numbered directions for my students. I often give my students checklists when they have projects or larger assignments to complete. I would like to learn more about OCR scanning, which stands for Optical Character Recognition. This feature converts images and PDFs into editable and searchable texts.
-Alyssa Evanik

# data[].attributes.body
The video was very informative about how the QIAT should be used to assess AT needs.  My first takeaway was that I feel that my district does not follow these guidelines and just checks off the box when the child is first evaluated.  I have gone through getting one child a "talker" and my only involvement was filling out a form from an outside evaluator and having a meeting with mom to say that we think he needs some sort of AT device.
My second takeaway was that they included a trial period in the big ideas, which makes perfect sense but is probably the least used strategy.  The student I had was evaluated to see which device he was more willing and able to use, but never had a trial period in the school/classroom setting. The outside evaluator made their recommendation and that was what the district went with.
Lastly, the seventh indicator, reassessment, again makes logical sense but is also under utilized and overlooked.  AT needs change and these need to be reviewed and the process gone through again to make sure the current needs of the student are being met.  With the student I had, I don't see the AT device being used as well as it could due to lack of training for his aides and the teacher. To my knowledge no one has reassessed to see if the device is helping.
Using the QIAT would make the decision. to use AT data driven, in compliance with Federal and State law, more consistent throughout the grades, and decrease conflict not only on the team, but legal conflict with the parents.  This process also shows that districts have done their due diligence to help a child and using best practices to meet the child's needs.

# data[].attributes.body
My first takeaway was that the documentation should be put in the same place across your district and that the district /state is the one that makes that decision.  Full disclosure I have worked in three districts and have never had training on where you put AT information.
Second, I had no idea that AT extended to extra-curricular activities and that the district was the one to provide that.  I feel like this is something most people/parent do not know as well.
Lastly, in connecting AT to goals, I like the fact of writing one statement, like the presenter, but I can see where that would cause a legal issue for teachers/staff who are not implementing that AT in their class.  For example a writing goal with the talker device to write a paragraph may be something that is needed, but that a science teacher may not see as being necessary in their class.
To ensure that the IEP teams are using QIAT best practices, first there would need to be a checklist of the guidelines to make sure that each area is being met and that the goals reflect measurable outcomes. Second, ensure that the district trains all teachers on reading and writing an IEP. This would include how to write the goals consistently across the district and where to put the AT information. Being consistent would help teachers find the information needed to support the student and know what was used in the past from year to year. Lastly, trainings on the AT device and data collection for the staff working with the child and the parents, also needs to be included.

# data[].attributes.headline
Supporting Family Caregivers: How Assistive Technology Can Help You: Kristen Spindler

# data[].attributes.subject
Supporting Family Caregivers: How Assistive Technology Can Help You: Kristen Spindler

# data[].attributes.body
This sessions was given my a division of United Way of Northern New Jersey.  They have a program that helps caregivers, which consist of about 53 million adults in the U.S.  They stated that their services are based on need, not age or disability, so they have a wide range of options for caregivers.  This was a big takeaway for me b/c I never would have thought of the United Way as an option for help.
They started looking in AT as an option for caregivers to help reduce stress, give support, and reduce time lost at work.  The recipient of the care also found the AT devices gave them more freedom.
They went over 4 devices, all of which I either own or have some version of in my home.  The caregivers just needed to have a Smartphone and WiFi access.  Depending on where you live the other services may be free.  The devices included the Echo Dot/Show, Wyze Camera, Ring Doorbell, and Smart Plug.  The Dot/Show was used to set-up routines, reminders, and give entertainment. The Wyze camera was used to check in on recipients who are hole alone. The Ring Doorbell was for recipients who wonder. Lastly, the Smart Plus was for people with mobility issues to use voice commands to turn appliances or lights on/off.
Implement now:  I did not realize that the Alexa Dot could be used to set-up a whole day of routines and reminders.  This is something that I will use for my children so I don't have to keep asking them to do their chores.
Find more about: I would like to find out more about the other AT services or United Way services, that might be used for school aged children.

# data[].attributes.body
1.One key takeaway from the video on QIAT is the portion that specifically talks about “Team Composition Matters”. I believe it very important to include team response and collaboration in order to provide students with Quality Indicators for Assistive Technology Services. Specifically, including those who work regularly with a student and family members.

2.A second key takeaway from the video on QIAT is the portion that pertains to key information procedures in the process that can help provide framework. Moreover, for compliance, for consistency, to support individuals and teams, and to decrease conflict. I think it is beneficial and important to have a procedure in this process to make sure things are followed correctly, efficient, and properly.

3.A third key takeaway from the video on QIAT is the portion that highlights information on how trial periods are essential for students in the process. Not only does it save money but it also provides focus on a student's  performance and helps build information on what can benefit the student most.

The QIAT indicators could support more effective assessment of AT needs by directing and providing insight into a students best way to assess their learning and provide them with the best support possible.

-Fantina Nicole Ponzio

# data[].attributes.body
1.My first takeaway is step one of the quality indicators for including AT in the IEP. guidelines are essential for documenting AT in the IEP. An example of documentation can be when AT devices are needed to provide a student with a free, appropriate, public education (FAPE).

2.My second takeaway is connecting AT to goals. AT can be written as an accommodation for students and be used to set several goals.

3.My second takeaway is documenting AT services for others. I think this is extremely beneficial especially for those that would like to support a student or child at home or in a  different setting so that more progress can be made.

IEP teams could incorporate the QIAT best practices principles to ensure more thoughtful complete student IEPS by identifying what AT is beneficial for them and how it could help them reach their goals with accommodations as well.

-Fantina Nicole Ponzio

# data[].attributes.body
To begin, I really liked how the speaker Elisa Wern engaged her audience by creating a jamboard for those that attended to share their favorite tools. A few tools that I found interesting that she spoke about were Screencastify and Google Forms. Screencastify is such a great and easy tool for professionals and educators to use to record information on a  computer/device for others to see. Moreover, Google Forms is a great and easy tool to use for gathering input on information such as a referral screening processes, team input before an evaluation, and team input for programing aac. I think collecting information in Google forms is a great and fast way to have information saved for easier sharing options in the future. Overall, Elis Wern did a great job explaining several tech tools. I would love to learn more about the QR codes that were introduced in the video as well.

-Fantina Nicole Ponzio

# data[].attributes.body
I liked how the speaker started by explaining the importance of collaboration with tech tools. She explained how important it is for the tech tools to support your work instead of making it more complicated. In addition to supporting your work sharing it with others that way it can help and support your colleagues.
I liked the video tech tools that she was explaining in the video. She gave a few different video assistance websites. Loom seemed to be something that I can use with the younger elementary students. The visuals will help the ones that cannot read and I can produce videos to model the information that I want my students to take away.
I really liked this video because it gave me new tools to experiment with.
Niki Fallon

# data[].attributes.body
1. All the places in the IEP that the AT is described and listed so that anyone that has access to the IEP understands when the student needs the AT. (in detail)
2. AT can be used and connected to the students IEP goals.
3. Checking not only district but also state guidelines for including AT in the IEP. That could be a great resource to help assist the teacher when finding ways to incorporate the AT with the student.

Niki Fallon

# data[].attributes.body
There are several quality indicators for AT assessment. One that stood out to me was #3: Functional Assessment in customary environment. This indicator directly comes from the IDEA. These types of assessment provide extremely detailed and important data on the students to ensure quality education. Every student needs an equal opportunity to learn! I also took away that AT is consistently ongoing!

# data[].attributes.body
I chose the video "Tech Tools to Work Smarter Not Harder." The video speaks about various tools educators could use in the classroom. Examples include Canva for educators which anyone could use for aesthetically pleasing presentations, interactive workspaces, etc. Another example include screen recording on different devices like the computer or iPad allowing educators to record their lessons for future reference for examples, modeling a strategy, and allows for repetition. I would like to learn more about the Seesaw tool, I have never heard of it before and it seems to be very efficient in the classroom.

# data[].attributes.body
1. AT could be implemented to any student regardless of age, level, need or goal
2. Almost anything could be AT if you use it correctly. AT can be technological or just something useful around the house
3. AT could be implemented into students' IEPs

- hana

# data[].attributes.body
1. Student needs can be reassessed as necessary just as IEP’s are reevaluated. The AT assessments are ongoing as students progress through school.

2. A team of individuals conduct the assessment to ensure reliable data is being collected about student strengths/weaknesses, needs, etc.

3. AT assessment consistency across grade levels is extremely important

Using QIAT (Quality Indicators for Assistive Technology) can support more effective AT assessment because of the consistency of assessments as well as requiring a team of professionals to come up with the best decisions for the student needing support. -Shannon Jordan

# data[].attributes.body
1. Assistive technology can be almost anything as long as it is used in a way to support functionality of a person.

2. When thinking about a student's goals from their IEP, assistive technology can be implemented to align and support those goals. This can be done by writing the appropriate assistive technology into the students' accommodations.

3. While there is no specific section of an IEP to include assistive technology, examples and uses of assistive technology can be written into any appropriate section.

IEP teams could incorporate QIAT principles to ensure thoughtful, complete IEPs by aligning the assistive technology with appropriate and applicable goals where measurable outcomes can be achieved in order to provide a glimpse at the efficacy of the AT implementation. -Shannon Jordan

# data[].attributes.body
(1) It is recommended that not one person but a team of individuals should evaluate a child and determine if the child needs AT or not, to avoid a bias and reinforce information sharing.  (2) Working as a team allows for open critique of each others ideas and the information gathered can be used to build a common understanding of the situation that takes into consideration varying viewpoints. ( 3) when the student is being assessed, it is important to allow for a period of testing to see if the strategies developed for a particular student is working or not.

Takeaway: It is more effective when a student is assessed by a team rather than an individual because the team  the team shares information and gain better guidance on what to look for in every specific case.
Lucy

# data[].attributes.body
My takeaways are as follows:
(1). AT is only valuable if a student really needs it and is willing to use it.
(2). The kind of AT varies for every individual student in need and it is any gadget that helps the student with a disability to perform a particular task better or more easily.
(3). The curriculum has been defined for every student in the classroom but for some students with a disability, the teacher must apply specificities AT to help the student attain success. Every one in the classroom could benefit from the particular technology, although, it is more directed at a particular student in need of it.

The QIAT practices are particular important for IEP teams. It can help them to identify the types of AT needed by a particular students, how should be used to enhance the child’s educational achievement. If measurable benchmarks are defined by the IEP team , with an effective description of the AT devices and services needed by a particular child, the program can be more successful. The IDEA  has described the accommodation needed for student success, however, the role that parents and caregivers need to play in the process is not discussed, which is a vital piece to reinforce home connection.

Lucy

# data[].attributes.body
The jam board has always been my favorite interactive tool because it is easily accessible by all and on one screen, everyone's input can be monitored and receive feedback from the teacher. So, when the speaker, introduced the jam board, it immediately caught my attention. Screencastify that she was speaking about is one of the tools that I have found very practical in explaining the lesson to my students with learning disabilities, particularly during virtual learning, when the students needed to feel a connection by seeing the teacher. She also spoke about google forms, which is a very smart way to gather and analyze information working smarter, not harder. It makes information sharing easier, grading easier, it is a great time safer. She explained several other AT tools, some of which were still new to me such as the QR codes.
Lucy

# data[].attributes.body
1. The emphases on that team composite matters. It is so important for teams, which include school staff, the student and the guardians, to be communicative with each other.
2. That trial periods are very essential. The students may act different in different environments and it is important to keep track of behaviors and where they happened in order to create an effective plans and assessments for the student, and to think of what kind of essential technology there is for the student.
3. "You can do this."  There are many supports to help you along the way in involving assistive technology in the classroom for your students.

Using the QIAT indicators support more effective assessment of AT needs. because it gives the team a supportive foundation to work off of when trying to think of assessments and plans for their student.
- Leanna Holbritter

# data[].attributes.body
1. The AT being used by the student should be clearly listen into the student's IEP, for any readers.
2. In the IEP, the At should be listed under anywhere it will be used, anywhere relevant., and again, for the reader to clearly understand when looking at the IEP.
3. Descriptions of the AT should be clearly stated as well.

IEP teams can incorporate the QIAT best practices/principles to ensure more thoughtful, complete student IEPs by incorporating descriptions of the AT device, when it is used and why it is used into the IEP.

- Leanna Holbritter

# data[].attributes.body
Leanna Holbritter - "Tech Tools To Work Smarter Not Harder" is the video I watched.

What were some of your takeaways from the sessions?
- I liked learning about the different t tools that the people in the zoom shared. For example, "Snaptype" which is to help students with their penmanship and "HelperBird" which is a tool to help students with dyslexia.
What could you implement immediately?
- Canva. This is a site that I have actually used in a class here at Ramapo before. This site can be used as a tool for students to help them with note taking in class.
What is something you want to learn more about that topic?
- Canva, I would like to explore it more. Like previously stated, I used it once but I'd like to explore it more and be able to possibly use it in my own future classroom.

# data[].attributes.body
My three takeaways form the video are

1. Not every student that has an IEP will receive an AT assessment.

2. A trial period is an important component of the AT assessment.

3. A team will meet to discuss the students needs to see if that student would benefit from AT.

Using QIAT provides a framework which allows for the AT assessment to be more effective and helpful.

Maddy Cheney

# data[].attributes.body
My main takeaways from this video are

1. Anything can be AT if it improves students abilities.

2. AT is not only used for special education students, it can also be used for general education students.

3. AT should be written clearly in the IEP so everyone can understand how it should be used throughout the day.

IEP teams can incorporate at QIAT practices and principles to ensure that the IEP is clear when describing AT services.

-Maddy Cheney

# data[].attributes.body
My main takeaways from this video are

1. Anything can be AT if it improves students abilities.

2. AT is not only used for special education students, it can also be used for general education students.

3. AT should be written clearly in the IEP so everyone can understand how it should be used throughout the day.

IEP teams can incorporate at QIAT practices and principles to ensure that the IEP is clear when describing AT services.

-Maddy Cheney

# data[].attributes.headline
Tech tools to work smarter not… - Maddy 

# data[].attributes.subject
Tech tools to work smarter not… - Maddy 

# data[].attributes.body
My takeaways from this session are to use technology that is not only available to the students at school but something that is also available to the students at home so they can use it in both places. Also, using technology smartly with other co workers to help eliminate some of the work by doing things in an easier way with technology. Something I could implement in my classroom is using google forms in my classroom to get ideas and thoughts from the students, or to even get information from them to save as data. Loom is also another resource I would love to try during reading. Something I want to learn more about is more technology tools that I can use in my elementary classroom.

# data[].attributes.body
1. The recommendations are not based on new ideas or things we have seen on social media that we want to try with a student, it is data based.
2. A student's needs can be reassessed- it is an ongoing process. A student's abilities can change and they will need different things.
3. Consistency is key when implementing QIAT strategies with the students.

-Leigha Fahrenfeld

# data[].attributes.body
1. AT devices need to be in the IEP and need to be clear so that everyone who reads the IEP can understand how they should implement the tool.
2. AT devices contribute to measurable goals that the student should achieve.
3. Many of my students have AT in their IEPs and I just made connections while watching the videos: speech devices, hearing loss devices.

-Leigha Fahrenfeld

# data[].attributes.body
I watched the Using Beacons to Increase Student Notetaking Skills video. I chose this video because as a 7th grade math teacher, I am trying to teach my students good note taking skills. Some of my students' notes are so disorganized and it honestly drives me a little crazy. For my students with IEPs, I want to figure out the best way to provide them with notes because it is hard for some of them to take notes and focus. The Pocketbook app in this video is a really cool idea and this would be really helpful for those students that I need to provide a copy of the notes for. This genuinely would make my life a lot easier if I could send the notes straight from my whiteboard to my students google accounts. This would save me time and as a teacher, I am all about ways to save time.

-Leigha Fahrenfeld

# data[].attributes.body
1. The most important takeaway is that AT Assessment is an on-going process conducted by a team of knowledgeable people. The team includes people who understand AT's, people who understand what is needed in the classroom to cover curriculum, parents to understand the AT as well as to give insight to what is needed for home and life skills. Full support of the child as the child develops.
2.  Trial periods are essential. This period of time helps to ensure that the device that was working for the child in a controlled environment is still working in the day to day life of the child. It also helps to weed out the unnecessary items that some evaluators may want to push.
3. Every IEP team needs to consider AT when needed but not every IEP student will need an AT assessment. Most important is that the IEP for students with AT must be clearly written describing the services needed and training.
-Lisa Montany

# data[].attributes.body
My first takeaway is that there is no fadelity from state to state on how to record AT needs. This is something that should be corrected, especially since more and more families are moving.
The second takeaway is that AT needs can be written anywhere in the IEP. In order to service the student the best possible way, educators should not have to fish around an IEP to understand the full needs of a child.
My final takeaway is that it is very important to be specific in the IEP on how the AT is to be used, the guidelines for using it, and how the use of the AT will assist with the students goals.

-Lisa Montany

# data[].attributes.body
1. The AT team should convey a team equipped with knowledge on the student, and about the topic.
2. Trail periods are essential because they allow teachers and team members to see how the student performs with different tasks and in different environments with AT.
3. QIAT indicators provide framework, and ensure all students receive the same consistency.

Using the QIAT indicators supports effective assessments of AT needs because it provides teams with a guideline and framework of what to base it on. Having a framework provides students with consistency as the process is an on going process therefore consistency is crucial.
- Amy

# data[].attributes.headline
Supporting Family Caregivers: How Assistivve Technology Can Help You

# data[].attributes.subject
Supporting Family Caregivers: How Assistivve Technology Can Help You

# data[].attributes.body
This is a program that is funded by the United Way of Northern New Jersey. This is a grant funded project available in Morris and Warren Counties only. It is given to any caregiver or care recipient that needs assistant.
This project was designed to help reduce the stress on caregivers, by using AT devices. Some of the devices include Wyze camera, Ring doorbell, Echo Dot/Show, and Smart Plug. The prerequisite is for the recipient to have a Smartphone and WIFI.
I found it very interesting how creative they were in using technology in a creative way. An example of this would be the Ring doorbell to help caregiver know when a wonder family member leaves the home in real time. Another example would be Alexa Dot to set up a whole day of routines and reminders for memory challenged people. These are just a few of the examples they gave. One of the most impressive takeaways from this was that United Way does not just give the equipment and walk away. United way checks in on the families every 3 months for one year. They will check to make sure all the equipment is working properly, update any broken or malfunctioning equipment and make new suggestion if it is not working for the family.

I hope the United way can role this program out to other counties in NJ.
-Lisa Montany

# data[].attributes.body
1. Description of the AT devices and services need to be provided that way people implementing the IEP know when and why the AT is to be used.
2. AT devices can be written directly into a goal.
3. AT devices can be documented anywhere in the IEP as long as it relates to the section.

IEP teams can include QIAT practices to ensure more thoughtful complete student IEPs by documenting where and when the student can use AT. As the video mentioned, it is best to describe the AT device as a guideline, rather than labeling specific programs. Therefore, IEP team members can use the guidelines to provide students with what they need to ensure a positive and successful learning.
- Amy

# data[].attributes.body
My biggest takeaways from this video are:
1. AT Assessments are conducted by an experienced and knowledgable team of individuals. As a result, the team is able to collect essential data on the student's needs and their strengths and weaknesses.
2. AT Assessments is an ongoing process. It takes time to see the results, therefore progress is monitored over a long period of time through a variety of ways to help students' needs.
3. In the trial period, it is essential to track student behaviors and the environment these behaviors occurred in. As a result, the team is able to create plans for the students about which technology would be most essential for the student. Students may change their behavior in different environments.

I could use QIAT indicators to support more effective assessment of AT needs by ensuring that each and every student has an equal opportunity to learn. By incorporating this technology in the classroom, would be beneficial and helpful for the students needs.

# data[].attributes.body
The main takeaways from this video are:
1. AT can be anything as long as it increases, improves, or maintains functional capabilities of a student with disabilities. AT is mostly about the extent to which it is needed and how it can be used to enhance student performance.
2. AT is written in any section of a student's IEP where it is being used. AT can be written as an accommodations and be used to set several goals for students with disabilities.
3.   AT can be used by anyone, not only for students with disabilities, but also used for general education students.

IEP teams could incorporate the QIAT best practices principles to ensure more thoughtful, complete student IEPs by identifying which AT is most beneficial for the student and how AT allows the student to reach their goals.

# data[].attributes.headline
Alyssa Losito: Top 10 Accessibility Tips for Educators

# data[].attributes.subject
Alyssa Losito: Top 10 Accessibility Tips for Educators

# data[].attributes.body
The video I chose to watch was, "Top 10 Accessibility Tips for Educators." This video was really informative by demonstrating the different accessibility features that are right in front of us. Live captions are a great way for individuals who have an auditory impairment to read what a video or movie is saying. Youtube is a social media platform that includes closed captions on each one of their videos. I was really intrigued with the alternate text for images. This accessibility feature is essential for individuals who are visually impaired. When a device reads with alternate text, the device is able to explain what the picture is. One AT feature that I use in my classroom are electronic books, specifically EPIC. Students are able to read books online using the read-to-me feature that is embedded in the website. This allows for students who are struggling to identify a word to listen to how the word is pronounced and the definition of the word. I truly love this video because it allowed me to gain more insight on the different accessibility features that are out there for students not only with disabilities, but for every student.

# data[].attributes.body
1. Not every IEP student gets an AT assessment even though the team needs to "consider" AT.

2. The AT assessment is an ongoing process and students can be reassessed as needed.

3. Trial periods are crucial so that districts do not spend money on unnecessary technology that does not help the student.

The QIAT indicators create more effective assessment of AT by providing a framework of the assessment. There is also a team of educators and professionals so that not just one person is making the decisions for the student.

# data[].attributes.body
1. AT can be anything that improves or maintains functional capabilities.

2. AT can still be classified as AT even if it's used by all student if it is required for one student.

3. AT can be directly into a goal in an IEP or written as an accommodation.

IEP teams can incorporate the QIAT best practices principles by describing the role of assistive technology in the student's program. The IEP team can come up with measurable goals for the student, and reassess these goals constantly.

# data[].attributes.headline
Tech Tools to Work Smarter Not Harder-Haley Zecchino

# data[].attributes.subject
Tech Tools to Work Smarter Not Harder-Haley Zecchino

# data[].attributes.body
This year I have tried really hard to try to incorporate more tech tools into my classroom. Music is such a hands on subject that sometimes technology takes a back seat but I am trying to add some videos and games that utilize the smartboard. I think jam board can be really useful in my classroom to have students add their input for all to see without having to speak for students that get shy. I also liked Screencastify but felt like it might be too hard for some of my younger students to use. But it would be a great tool for students to record themselves performing and hear their mistakes and identify them. One thing I would want to learn more about is tech tools that I can use in the music classroom where students do not have their chromebooks with them.

# data[].attributes.body
Major takeaways:

1. Assistive technology can be ANY item that benefits a student with disabilities. Despite this definition, in my experience I hardly see AT being assigned to students with IEP that may benefit from AT.

2. AT can be included in any part of an individual's IEP, and I thought it was especially interesting that it can be applied to extra-curricular activities as well. I feel as though this may take away from the prevalence of AT, as having a dedicated section could be a greater motivator for though regarding the implementation of AT.

3. The AT process can be modified and changed as the student progresses. The video was unclear as to whether it is assessed at the same time as the whole IEP or whether it can be changed sooner. I feel as though the teacher and student should be able to have autonomy over the implementation of the AT if the need arises rather than wait for a meeting as one would for an IEP.

-Sam Guttman

# data[].attributes.body
Major takeaways:

1. The QIAT indicators can support more effective assessment of AT because they treat the AT as equally as any other part of the IEP.

2. I think that having trial periods is incredibly beneficial to learners as it allows for flexibility, creativity, and evaluation in finding the best fit for a student's needs in the classroom.

3. I think a potential challenge that arises from these quality assessments is the pressure on the educator to learn new systems and pieces of technology to aid the student. In the modern classroom, teachers are needing to become more and more competent with technology, and this poses a challenge for learners looking to  find the best fit for their AT. In districts with lower quality instruction or a limited budget, it may be difficult to properly implement AT or have access to the proper accomodations.

-Samuel Guttman

# data[].attributes.body
In the video I watched, the presenter used jamboard to interact with the people within the webinar. I normally like to provide students with sticky notes to put up on the board or wall, but this provides a nice change of pace for students and still allows me to see all students participating. Additionally, the webinar leader focused on things that take up time, and multiple people talked about training. I think that being a modern teacher requires more training than ever before, and in order to competently use a program or piece of AT it is necessary to receive some sort of professional development or workshop on it. This provides a barrier to schools and teachers to implement new pieces of AT. Everyone is familiar and comfortable with the Google Suite, and it appears as though many educators cling to the things that are familiar and "normal." However, by spending time learning new systems, the variety alone is a huge service to students. Even something as simple as jamboard creates a new activity for students, and it is refreshing to use new technology. I think this is paramount in maintaining focus, attention, and motivation amongst students of all ages. While we as educators expect our students to be constantly learning, is it fair to expect us to be doing the same in order to assist them?

# data[].attributes.body
1.  The seventh quality indicator for AT Assessment is students can be reassessed when needed; that is super important and beneficial.
2. The team composition is made up of the student and family members in order to include everyone and have a beneficial conversation about what is needed.
3. Trial periods are essential!! This is where the team focuses on the child's performance.
Using the QIAT indicators, these specific procedures provide a framework to support the AT needs. Also, there are multiple members in this team to help and hear different perspectives to help the child.

# data[].attributes.body
1. If someone is using AT in the IEP they need to know when and why the AT is to be used.
2. AT can be documented in every section of the IEP if it is relevant to that section.
3. A statement about AT can be written as an accommodation to be used for multiple goals.

IEP teams could incorporate the QIAT best practices principles to ensure more thoughtful, complete student IEPs by investigating which AT will be most beneficial for each student and how AT can push them to meet their goals and guide them.

# data[].attributes.headline
Julia Eltzholtz- Tech Tools to make smarter not

# data[].attributes.subject
Julia Eltzholtz- Tech Tools to make smarter not

# data[].attributes.body
My takeaways from this video is first, I learned about different tools I have never heard about before such as Snaptype, Bublup, etc. Next, I like how this video explained that technology can be an aid to collaboration. We want to be able to maximize the little time we have and helps ourselves in anyway possible as teachers. This video also talked about a platform I have used before, Canva! I love Canva. I have used Canva for so many different posters that I have around my classroom. It is easy to use and there are so many different colors, images, and more. Next, something I never thought of before that was brought up in this video was a private playlist youtube video to show students how to complete something or to show certain resources. Furthermore, google forms is a great way to work smarter not harder. Overall, so many of these tech tools I will refer back to because they are so helpful and there are so many different ways to use technology.

# data[].attributes.body
AT Assessment: Richard

1. Conducted by experienced team of people

2. It is a still ongoing process and still updated.

3. Trial periods are needed to save money and help the students

It provides framework for needs and can help students form different perspectives and different accomodations needed.

# data[].attributes.body
AT in the IEP - Richard

1. AT can be anything that helps and add to student capabilities.

2. Can be in the goal of IEP.

3. Has to relate to the section in an IEP.

It can incorporate it by explaining it completely and describing the role it will play in the IEP.

# data[].attributes.body
1. Not every student that has an IEP needs AT, but it is important that the whole team assess the student. It’s important the whole team assess the student so there is no biases. Plus the more that assess the student the more ideas that can be bounced around about what could benefit the student.

2. Procedures for the framework are important. Compliance so that we know what were doing is correct and consistency so that each student is provided with the same type of assessment as another. A system supports not only the individual but the team as well. Everyone should be on the same page and have the same understanding of what is happening with the student.

3. Trial periods are essential!! It is so important to try out the AT and see if it fits the student. As soon as something stops working or the student needs something else they need to be given an improved AT too. Trial periods are so important for the students.

# data[].attributes.body
1. AT is not about where it comes from or what it is. All that matters is that it is benefiting the student in growing and learning. It can be ANY item! It can be used by any student that’s doesn’t have an IEP, but must required and provided for the student with an IEP.

2.  AT can be listed anywhere in the IEP virtually anywhere especially if it is needed specifically for a certain area. If a student is required to have AT while in ELA then it can be listen in that section of the IEP. It can be found in multiple places too.

3. AT can be written directly into the goal or listed as an accommodation for the student depending on how it needs to be used by the student.

# data[].attributes.headline
Tech Tools to Work Smarter Not… - Carley L. 

# data[].attributes.subject
Tech Tools to Work Smarter Not… - Carley L. 

# data[].attributes.body
Some interesting take aways is that our tech tools should help us and make things easier for us not complicate things!! Technology should be an aid for collaboration. We need to work together!! Another take away is Canva. Canvas is a great tool for teachers and students. It is a great way to communicate with teachers and or students that is pleasing to the eye. When things catch our eye we are more likely to pay attention and thoroughly/remember what we read. Great tool for note talking for students. Lastly, Tech tools don’t have to crazy apps or websites it can be what we already have on our devices. For example, our iPads have a control center that allows us to “control” so much on our device like screen recording so we can explain how to use something on the device or a website. It’s important that if we continue to ask questions about a specific topic we should make a general video or a “how to” video that we can share with all of our coworkers.

A lot of what was shared in this video is great. It can be used right away in the classroom. Things like screen castify can be used right away. Making a video like that the students can use at the tips of their fingers. It can create independence. Instead of asking questions every second they can refer back to the video to help themselves. That is something I can implement immediately. I would really like to know more about a platform they briefly talked about called Proloquo2Go. It’s a platform that helps students that are non verbal or communication impaired speak and communicate. A few students that push into my class use this platform and I would love to really learn more about it so I can help more if they student needs something or needs it fixed or altered.