C11L2Q3: Post-Self-Assessment on Administrative Support for AT (non-graded)

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• 1 = No written procedural guidelines are in place.
• 2 = Written procedural guidelines for few components of AT service delivery are in place. (i.e. assessment or consideration)
• 3 = Written procedural guidelines that address several components of AT service delivery are in place.
• 4 = Written procedural guidelines that address most components of AT service delivery are in place.
• 5 = Comprehensive written procedural guidelines that address all components of AT service delivery are in place.

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• 1 = No procedures disseminated and no plan to disseminate.
• 2 = A plan for dissemination exists¸ but has not been implemented.
• 3 = Procedures are disseminated to a few staff who work directly with AT.
• 4 = Procedures are disseminated to most agency personnel and generally used.
• 5 = Procedures are disseminated to all agency personnel and consistently used.

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• 1 = No job requirements relating to AT are written.
• 2 = Job requirements related to AT are written only for a few specific personnel who provide AT services.
• 3 = Job requirements related to AT are written for most personnel who provide AT services but are not clearly aligned to job responsibilities.
• 4 = Job requirements related to AT are written for most personnel who provide AT services and are generally aligned to job responsibilities.
• 5 = Job requirements related to AT are written for all personnel who provide AT services and are clearly aligned to job responsibilities.

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• 1 = AT competencies are not considered in hiring, assigning or evaluating personnel.
• 2 = AT competencies are recognized as an added value in an employee but are not sought.
• 3 = AT competencies are recognized and sought for specific personnel.
• 4 = AT competencies are generally valued and used in hiring, assigning and evaluating personnel.
• 5 = AT competencies are consistently valued and used in hiring, assigning and evaluating personnel.

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• 1 = There is no planning and budgeting process for AT.
• 2 = AT planning and budgeting is a special education function that is not included in the agency-wide technology planning and budgeting process.
• 3 = AT is sometimes included in the agency-wide technology planning and budgeting process, but is inadequate to meet AT needs throughout the agency.
• 4 = AT is generally included in agency-wide technology planning and budgeting process in a way that meets most AT needs throughout the agency.
• 5 = AT is included in the agency-wide technology planning and budgeting process in a way that meets AT needs throughout the agency.

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• 1 = No learning opportunities related to AT are provided.
• 2 = Learning opportunities related to AT are provided on a crisis-basis only. Learning opportunities may not be available to all who need them.
• 3 = Learning opportunities related to AT are provided to some individuals on a pre-defined schedule.
• 4 = Learning opportunities related to AT are provided on a pre-defined schedule to most individuals with some follow-up opportunities.
• 5 = Learning opportunities related to AT are provided on an ongoing basis to address the changing needs of students with disabilities, their families and the staff who serve them.

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• 1 = The agency-wide AT program is not evaluated.
• 2 = Varying procedures are used to evaluate some components of the agency-wide AT program.
• 3 = A systematic procedure is inconsistently used to evaluate a few components of the agency-wide AT program.
• 4 = A systematic procedure is generally used to evaluate most components of the agency-wide AT program.
• 5 = A systematic procedure is consistently used throughout the agency to evaluate all components of the agency-wide AT program.