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Derek faced the barrier of organizational skills but through gradual release style accommodations was able to build skills to organize his own materials and assignments. Derek was also able to practice these skills by "mastering the art of researching, getting, and keeping all my notes organized." With all these supports and his dedication, he was able to graduate with an IB Diploma!

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Since there is a wide age range from years old to 12th grade. I feel that breaking down the technology needs should start with categories of age appropriate technology.

Determining common students strengths and challenges at specific age/grade levels

Very Diverse: What is culturally appropriate?

Identify what percentage of the population does not have internet access at home . additionally what are the tech rules at home?

There doesn't seem to be much about actually teaching the kids how to use the technology.

Budget: What is appropriate for the spending power of the district. 3D printers are super expensive and is that the best use of $ to help the maximum amount of students

Younger students seem to have their devices at school so they don't have the responsibility of bringing it to school, but in 6th grade kids are expected to take it home and bring it back to school. How are we preparing kids for that responsibility?

how will parents/guardians/families be involved in the process to support their kids at home?

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Barriers Observed

1. Transition from iPad to laptop. Direct instruction on using a new device

2. Access to devices for students in 6th grade through 12th. Money - purchase devices

3. Allow students to bring assistive tech devices home in order to supplement and provide consistency year to year

4. Staff professional development on using device and the programs/apps that students will be using. Follow up with progress

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#3 Learning Story Vanessa Johnson/Tim Schenck

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#3 Learning Story Vanessa Johnson/Tim Schenck

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Derek faces the barrier of ADHD and Autism and transferred from a Charter school to a public school for college prep curriculum. He wasn't able to access the college level curriculum because of his disability.

A plan at the public school was created with small group lessons, email communications of the team including the social worker, teachers, student and parents to help him with the best academics and organization skills. This resulted in better access and skills to help him be more successful with college level curriculum and approaches to learning.

The resolution of having a full team and the new school was a good fit. The parents involvement and advocacy helped him become a better student with less hands on from the parents.

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1. Strengths: Student attends schools, works with teacher and school counselor, perseveres through his challenges

2. Challenges: Working Memory, procedural math, background knowledge, counting without support, completing tasks independently

3. Barriers: Organizational skills, executive functioning, understanding how to access learning tasks and strategies to complete tasks. Aware of only a few strategies- counting on his fingers.

4. Solutions: Additional support staff to follow him to all classes to monitor his needs and support through teacher prompting and academic resources- graphic organizers, sentence frames. Within class, small group differentiation for activities/ tasks. Frequent progress monitoring/ formative assessments to ensure student mastery and learning is taking place. Provide tools- calculator to support his learning and multiplication sheets.

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The barrier is technology, how it is being used, how often, at what age levels, and how the teachers are fostering an inclusive learning environment while students are behind a screen. Another barrier is providing staff with the proper training on all of the apps/programs being used and when to appropriately use them.