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Presenter(s)
Peggi McNairn, Ph.D., CCC/SLP, ATP
Education Service Center Region XI
3001 North Freeway
Fort Worth, Texas 76106
817/740-7594
Email: pmcnairn@esc11.net
Joy Zabala
Assistive Technology and Leadership
P.O. Box 3130, Lake Jackson, TX 77566
979-415-4555
Email: joy@joyzabala.com
This session will present a model of professional staff development used by the Education Service Center Region XI based on the Quality Indicators for Assistive Technology Services (QIAT). Presenters will review the data highlighting the positive impact of this training model on district-level services. The Education Service Center Region XI is one of 20 state service centers established by the Texas Legislature in 1967 to provide school districts with professional development training and technical assistance that support statewide goals for school improvement. ESC Region XI services over 80 independent school districts and 23 charter schools in 10 counties in North Central Texas. As the third largest serve center in the state, ESC Region XI services approximately 400,000 students and 56,000 educators on over 700 campuses covering an area approximately the size of New Jersey.
In September 2002, ESC Region XI initiated the first year of a three year training program in assistive technology. The focus of the ESC Region XI Assistive Technology Team Training Program is to provide in-depth, systematic instruction and preparation in the area of assistive technology in order to maximize student performance. The QIAT matrix was used as a framework for developing the three year curriculum. Further, in order to measure program improvement and capacity building of the assistive technology team members, each team participating in the regional training program completed the QIAT matrix in the fall and again in the spring to measure the growth of district-level assistive technology services. QIAT is a set of descriptors of critical elements related to major functions involved in the provision of assistive technology services. Currently, quality indicators have been developed for six functions including Administration, Consideration, Assessment of Assistive Technology Need, Documentation in the IEP, Intervention and Evaluation of Effectiveness. Recently, two additional critical elements on Transition and Professional Development have been added to the QIAT matrix and will be added to Region XI's Assistive Technology Team Training Program data collection for the 2004-2005 school year. The primary purpose of QIAT is to support thoughtful development, provision, and evaluation of assistive technology services for students with disabilities, regardless of where the services are provided or the specific model used to support service provision. QIAT also supports the idea that the services should address not only the needs of students, but also the needs of family members and school personnel who work with students who require assistive technology devices and services to receive FAPE.
During the 2003-2004 school year, eighteen school districts and 116 professionals participated in the Level 1 Assistive Technology Team Training Program. The focus of the Level 1 Assistive Technology Team Training Program is on the formation of a district-level core assistive technology team, the development of district-level assistive technology guidelines and the implementation of appropriate assessment procedures for assistive technology. The Level 1 assistive technology teams are required to compile a professional assistive technology portfolio and initiate the development of district-level assistive technology guidelines as their assistive technology training projects.
Sixteen school districts and 137 professional participated in the Level 2 Assistive Technology Team Training Program. The focus of the Level 2 Assistive Technology Team Training program is on the implementation of assistive technology techniques and strategies. In addition to completing or updating their individual assistive technology portfolios and the district's assistive technology guidelines, each team is required to present a 15 minute case study based on the knowledge and skills acquired during their Level 1 training as a part of their assistive technology training project.
Level 3 Assistive Technology Team Training will be introduced in September, 2004. The focus of the Level 3 Assistive Technology Team Training Program is on developing proficiency with specific assistive technology tools. During this training year, participants will develop training modules to present to various audiences, including parents, within their districts.
In reviewing the data, all critical elements within the six functions documented growth and development within Level 1 and Level 2 Assistive Technology Teams. These results would suggest that an assistive technology training program utilizing the QIAT framework has had a positive impact on the development and evaluation of assistive technology services for students with disabilities.
References:
Bowser, G., Korsten, J., Reed, P., & Zabala, J. Quality Indicators of Effective Assistive Technology Services, TAM Connector, Volume 11, Number 5, February, 1999.
Carl, D., Bowser, G., Reed, P., & Zabala, J. Putting QIAT in Action: Quality Resources for Quality Services. Closing the Gap Preconference, 2003.
QIAT: Quality Indicators for Assistive Technology listserve and website, http://www.qiat.org
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