PNW BOCES Special Education Department

1. PNW BOCES Special Education Department Technology Implementation February 2009

2. Our Goals • General Department Goals • Student data will be managed effectively so that program and instructional goals are met in a timely and efficient manner. • Secondary Program Goals • Students will be adept in using technology tools in producing accurate and effective work. • Students will be able to use the Internet to search for and find valid information and resources to use in basic writing projects. • Students will be adept in using technology tools to produce classroom work and homework projects. • Technology will be used effectively to differentiate instruction for the varying level so students in every class so that all students are engaged and can demonstrate understanding of key concepts after each unit.

3. Our Goals • Pines Bridge Program Goals • All students with disabilities will have access to appropriate Assistive Technology tools that allow them to avail themselves of the curriculum and instructional materials. • Students with assistive technology will be using it in classroom activities in which its use increases access to instructional materials and results in progress towards individual student goals. • Technology will be used effectively to differentiate instruction for the varying levels of students in every class so that all students are engaged and have an opportunity to participate in lessons.

4. Management of student data

5. Student Data Management: What’s In Place? • Staff access to computers, printers and web-based applications • All staff have at least minimal access to a networked computer • Every classroom has at least one networked computer • Most have a printer or are networked to a printer • Every office has a networked computer and printer • Most programs have access to a “lab”, of from 3 computers (Renaissance), 5 computers (PB), 12 computers (Walden), and 12 laptop station shared among all programs at Fox Meadow • All staff have at least minimal access to IEP Direct & BOCES Direct, a web-based data management system for IEP driven services • Most staff are competent in use of these applications; training systems are in place for new staff • Some programs make good use of Excel spreadsheets for tracking student academic and behavioral data • Some programs use an Excel or Access database for student enrollment and tracking of related services • Pines Bridge is piloting a web-based curriculum with built-in student progress monitoring – Unique Learning Systems (19)

6. Student Data Management: Issues/Questions • Staff access to computers, printers and web-based applications • In some classrooms, 8 to 12 staff and students are sharing the classroom computer • Staff access to computers in labs is limited; staff must frequently wait for a time when computers are not in use by students. • In Pines Bridge, 25 therapists share one room (no offices) with 4 shared laptops. Therapists who bring in personal laptops have limited or no access to the network because of security layers • Use of 4 different data management systems

7. Secondary programs

8. Student Technology Use: What’s In Place? • Every classroom has at least one computer that students can use; some have 2; a very few have more • Students use Word and the Internet frequently for class assignments • Most classrooms have SmartBoards; students use them in some classrooms • Two buildings at Fox Meadow have access to laptop carts for student use • All students have individual network folders for saving work to access from any classroom • Neos and Alphasmartsare available to every classroom as needed • Students have access to text-to-speech and word prediction as needed • Keyboarding software is installed on computers in two classrooms • In math classes, every student has a TI-Inspire calculator

9. Integration of Technology into Instruction: What’s In Place? • Most classrooms have SmartBoards and many teachers are using Smart Notebook to create interactive activities for students (math, science, ELA) • Teachers use United Streaming, Internet sites, PowerPoint in lecture/demonstration • Teachers share materials via the Hulk including ppts, templates, curriculum maps and modules • Every classroom has a VCR and/or DVD player; computers have speakers

10. Technology Use: Questions/Issues • A number of classroom computers do not have printing capability; in some cases staff are using floppies to transfer files • Safety issues—exposed cables/wires, linked power strips, microwaves, heaters • Slow and inconsistent connection to network at Fox Meadow • Training for staff is not systematic or differentiated; need for more hands-on training—labs not sufficient

11. Pines Bridge program

12. Student Technology Use: What’s In Place? • There is a computer station in every classroom with: • Adapted access for students: Touch screen, Intellikeys keyboard, keyboard labels, switches & switch-interface box, speakers, & microphone • There are adapted and electronic books in every classroom. • There are student communication supports in every classroom; e.g. VOCAs, AAC devices • There are switch-adapted toys and appliances

13. Student Technology Use: What’s In Place? • Every classroom has access to a library of additional assistive technology (AT) supports for students including: • E.g., Ablelink adapters for electronic devices, early learning software, etc. • Teachers uses authoring software to create student specific communication and learning boards • Student specific AT devices are provided by districts per IEP

14. Integration of Technology into Instruction: What’s In Place? • Every classroom has a computer with a printer & Internet access, so that web-based tools like Unique Learning systems curriculum can be accessed • Every classroom has a set of tools • Digital camera, flash drive, boom box • Teachers share materials via the shared p drive • All teachers are trained in a basic set of tools: • Using PPT to make electronic books; authoring software, early learning software, access devices • To create customized instructional materials

15. Integration of Technology into Instruction: What’s In Place? • 3 Technology Committee funded projects give teachers additional tools: • Multisensory Environment (MSE) • Reductions in self-abusive behavior and anxiety • 2 Multimedia carts with adjustable screens • Fully scheduled on a daily basis • Wheelchair-adapted SmartBoard

16. Structures in Place to Support AT Use • AT Teaching Assistant responsible for: • Minor repairs and maintenance • Trouble-shooting general computer issues • Technical assistance in use of devices & software • Scanning materials; creating customized materials • A/V needs • Maintaining inventory database • Maintaining and managing library • Scheduling use of MSE and MM carts • Program Technology Committee • Training during Superintendent’s Conferences days • On-going training—mini-trainings offered every other Friday • Decisions/recommendations for purchases • Established common set of classroom tools • Assistive Technology Specialist—part-time/Speech-Language therapist • Training in high-tech AAC devices • Programming of devices • Creation of curricular materials

17. Technology Use: Questions/Issues • Compatibility issues with specialized software and computers • Time lag in getting IT tech support that TA can’t resolve • Training lab

18. Walden Learning center (k-6)

19. Student Technology Use: What’s in Place? • Every classroom has at least one computer that students can use. • Upper elementary students use Word, PPT, and the Internet for select class assignments. • Two classrooms have SmartBoards; students use for some activities. • Neos and Alphasmartsare available to every classroom as needed. • Students have access to text-to-speech and word prediction as needed. • Keyboarding software is installed on all classroom computers and in the library.

20. Integration of Technology into Instruction: What’s In Place? • Two classrooms have SmartBoards and are primarily used for interactive lessons. • One classroom has an infrared classroom amplification device. The classroom teacher, speech/language pathologist, and classroom aide wear the microphone included with the device throughout the day. • All teachers use United Streaming, Internet sites, Science 21 curriculum, SS/ELA Web-Based curriculum, BrainPop, & BookFlix on a regular basis. • TV/VCR and/or DVD players are available to be signed out from the library.

21. Technology Use: Questions/Issues • A number of classroom computers do not have printing capability; in some cases staff are using floppies or flash drives to transfer files. • Teachers are ready for and want SMART boards in their classrooms but funding is not currently available for these purchases. • Teachers & the technology committee are interested in developing a technology curriculum to identify what skills should be taught K-6. • Training is not systematic or differentiated, and there is a need for more hands-on training.

22. CLASS

23. Student Technology Use: What’s in Place? • All classrooms have a computer station with Internet access and either speakers or headsets • One classroom had 2 computer stations for student use • Classrooms visit the Walden lab regularly for students to use programs or websites • Two classrooms have VOCAs (voice output communication devices • Student specific devices are provided by districts per IEP, including AAC devices (Dynavox) and personal timers • One classroom has a Karaoke machine which students use in language activities

24. Integration of Technology into Instruction: What’s In Place? • Most classrooms (4 of 5) have printers • All classrooms have music and video supports--TV/VCR, DVD player, boom box • All teachers have access to BoardMaker software for creating schedules, word cards, & communication boards • Two classrooms have a laminator

25. Technology Use: Questions/Issues • Access to authoring software like BoardMaker, Speaking Dynamically Pro, & PowerPoint for staff to use in making materials • Training in the use of those programs • Inconsistency in what was available across classrooms

26. Possible Future Goals • Development of a technology mission/vision for each program • Development of a technology curriculum for Learning Center, RAHS and Renaissance programs • Development of consistent systemic supports in each program, including: • Consistent set of tools for each classroom • In-program support for implementation • Systematic training program to train teachers and other instructional staff members