Reviewing, “considering,” and answering, these questions is the value in this appraisal. Once you complete this, you will move on to Lesson 3 of this course.
C7L2Q1: Pre-Self-Appraisal on AT in the IEP (non-graded)
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Thank you for completing this QIAT pre-appraisal on AT in the IEP.
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Question 1 of 5
1. Question
All questions are “assessment” in type – you give your own opinion. On a scale from 1 to 5, provide your perception of your district’s AT services? (There are no wrong answers.)
Quality Indicator 1:
The education agency has guidelines for documenting AT needs in the IEP and requires their consistent application.-
- 1 = The agency does not have guidelines for documenting AT in the IEP.
- 2 = The agency has guidelines for documenting AT in the IEP but team members are not aware of them.
- 3 = The agency has guidelines for documenting AT in the IEP and members of some teams are aware of them.
- 4 = The agency has guidelines for documenting AT in the IEP and members of most teams are aware of them.
- 5 = The agency has guidelines for documenting AT in the IEP and members of all teams are aware of them.
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Question 2 of 5
2. Question
Quality Indicator 2:
All services that the IEP team determines are needed to support the selection, acquisition, and use of AT devices are designated in the IEP.-
- 1 = AT devices and services are not documented in the IEP.
- 2 = Some AT devices and services are minimally documented. Documentation does not include sufficient information to support effective implementation.
- 3 = Required AT devices and services are documented. Documentation sometimes includes sufficient information to support effective implementation.
- 4 = Required AT devices and services are documented. Documentation generally includes sufficient information to support effective implementation.
- 5 = Required AT devices and services are documented. Documentation consistently includes sufficient information to support effective implementation.
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Question 3 of 5
3. Question
Quality Indicator 3:
The IEP illustrates that AT is a tool to support achievement of goals and progress in the general curriculum by establishing a clear relationship between student needs, AT devices and services, and the student’s goals and objectives.-
- 1 = AT use is not linked to IEP goals and objectives or participation and progress in the general curriculum.
- 2 = AT use is sometimes linked to IEP goals and objectives but not linked to the general curriculum.
- 3 = AT use is linked to IEP goals and objectives and sometimes linked to the general curriculum.
- 4 = AT is linked to IEP goals and objectives and is generally linked to the general curriculum.
- 5 = AT is linked to the IEP goals and objectives and is consistently linked to the general curriculum.
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Question 4 of 5
4. Question
Quality Indicator 4:
IEP content regarding AT use is written in language that describes how AT contributes to achievement of measurable and observable outcomes.-
- 1 = The IEP does not describe outcomes to be achieved through AT use.
- 2 = The IEP describes outcomes to be achieved through AT use, but they are not measurable.
- 3 = The IEP describes outcomes to be achieved through AT use¸ but only some are measurable.
- 4 = The IEP generally describes observable¸ measurable outcomes to be achieved through AT use.
- 5 = The IEP consistently describes observable¸ measurable outcomes to be achieved through AT uses.
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Question 5 of 5
5. Question
Quality Indicator 5:
AT is included in the IEP in a manner that provides a clear and complete description of the devices and services to be provided and used to address student needs and achieve expected results.-
- 1 = Devices and services needed to support AT use are not documented.
- 2 = Some devices and services are documented but they do not adequately support AT use.
- 3 = Devices and services are documented and are sometime adequate to support AT use.
- 4 = Devices and services are documented and are generally adequate to support AT use.
- 5 = Devices and services are documented and are consistently adequate to support AT use.
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