Lexington Public Schools Lexington, Massachusetts 02420

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1 Lexington Public Schools Lexington, Massachusetts ASSISTIVE TECHNOLOGY CONTINUUM: 1. Picture supports to write from/about 2. Pictures with words Tier 1 3. Word cards/word banks/word walls 4. Model of the completed assignment 5. Sentence or story starters 6. Writing guides 7. Graphic organizers 8. Voice recording Tier 2 9. Access to word processing 10. Digital graphic organizers 11. Access to word processing with digital supports 12. Word processor with picture supports Tier Talking word processor 14. Multimedia software with alternative expression of ideas 15. Computer with voice recognition software Read the information below to learn more about these tools, where to find the tools, and who to ask if you need training. If you have any questions about this information or need additional support, contact the AT Specialist. Revised: 7/25/14

2 1. Picture supports to write from/about: When a student demonstrates difficulty getting started, provide them with a picture. A picture can be provided prior to starting the writing, in order to help students generate their topic. Examples of pictures to use include: a. A picture that the student drew b. Pictures from a magazine c. Digital photographs d. Textbook images e. Pictures from an online images search (such as Google Images) 2. Pictures with words: For a student who has difficulty finding the right word, provide pictures with word labels. The picture may allow the student to more quickly find the word that they are looking for. The student is then able to spend more time/energy writing on the topic, rather than struggling with word retrieval. Examples of picture support with words include: a. Teacher created index cards with pictures and words b. Use of Boardmaker symbols (on paper) c. Use of Boardmaker software available for special education teachers within the school library Who should I ask for training on this?? Ask your fellow teachers or the AAC Specialists (for Boardmaker). 3. Word cards/word banks/word walls: Provide the student with a visual list of the content specific vocabulary words that should be present in their writing. The visual list of words will allow students to more easily compose their written work and stay on topic. 4. Model of the completed assignment: Provide the student with a model of the completed assignment. This visual provides clear expectations about the assignment. The student can reference the model assignment to monitor mechanics, format, length, organization etc 5. Sentence or story starters: Provide the student with models of sentence starters and topic sentences. This allows the student to work from a model to create his or her own work. Students can work with the teacher to create this list

3 of sentence starters and keep this list within a notebook at their desk. For district-wide programs, this can also easily be done using Clicker 6 software. 6. Writing guide: Provide the student with a structured writing guide. The guide can include story/sentence starters and other sentence builders that can help students by allowing them to fill-in-the-blanks to make complete sentences. The student can also use a writing guide in conjunction with a word bank. Finally, various guides can be created for the main idea, supporting characters, developing plots, etc Guides vary according to the individual student s needs. For district-wide programs, this can also easily be done using Clicker 6 software. Who should I ask for training on this?? Ask your fellow teachers or curriculum specialists. 7. Graphic organizer: Provide the student with a paper graphic organizer, to use during the prewriting process. Graphic organizers may vary in the following ways: a. The student may create their own graphic organizer on paper b. The teacher may provide an activity specific graphic organizer c. The teacher may provide a series of general graphic organizers to cover all areas in writing (ex. Graphic organizer for a persuasive essay, graphic organizer for a biographic event, etc ) Who should I ask for training on this?? Ask your fellow teachers or curriculum specialists. 8. Voice recording: Allow the student to record their voice prior to writing. This is a great strategy for students with high oral expression who demonstrate difficulty with written expression. The student can record their voice, then listen to the recording while writing/typing. The following options are offered for voice recording: a. Portable voice recorders available within the LoTTIE Kit b. Standard tape recorder available within some classrooms in LPS c. Audio Notes available within the Notebook Layout View of a Microsoft Word document d. Audio Notes available within Inspiration/Kidspiration software e. Garageband (software available on all LPS computers) f. Many options of apps on the ipad Who should I ask for training on this?? Ask your fellow teachers or instructional technology specialist.

4 9. Access to word processing: Word processors allow for a more forgiving environment for students to compose and edit their written work, while producing an attractive and readable document. Word processing also allows students to more efficiently reorganize their work by copy/pasting, rather than erasing and rewriting. You may find the following word processors in your school: a. Portable word processors Your school may have a old AlphaSmarts Bridge, Hastings, and Harrington have Neo 2 carts You may be able to borrow a device from the assistive technology specialist b. Computer with word processor all LPS computers have the following word processors: Text Edit: Basic word processor with fewer distractions Microsoft Word: Sophisticated word processor with many features Who should I ask for training on this?? Ask your fellow teachers or instructional technology specialist. 10. Digital graphic organizers: Provide students with digital graphic organizers, in place of paper-based graphic organizers. Using digital graphic organizers, students can easily reorganize the organizer by clicking and dragging. Not only do digital graphic organizers allow students to more easily organize their written work, but they also allow students to use multimedia by allowing importation of pictures/photographs and voice recordings. Students may use a digital graphic organizer created by the teacher or may create their own organizer. Digital graphic organizers may also be exported directly to Microsoft Word so that students do not need to retype their work. The following options are offered for accessing digital graphic organizers: a. Kidspiration software (lower elementary) b. Inspiration software (upper elementary through high school) c. Create your own graphic organizer within Microsoft Word by using the Drawing Toolbar Who should I ask for training on this?? Ask your fellow teachers or instructional technology specialist.

5 11. Access to word processing with digital supports: By allowing a student to use a word processor on a computer, many additional digital supports can be used. The following are examples of digital supports available within Microsoft Word: a. Use of text to speech: Students can use the Speech Toolbar to listen to their work read aloud. This allows students to auditorily edit their work for organization, vocabulary, spelling, and grammar. b. Use of Autocorrect: This feature is found within the Tools menu, under Autocorrect. It allows teachers and students to input commonly misspelled words and the computer will then automatically correct the spelling. Additionally, teachers can input abbreviations for words and the Autocorrect feature will automatically expand these abbreviations. c. Use of study tools: Study tools available within Microsoft Word such as the highlighting tool and underline feature allow students to annotate their own written work. d. Use of comment: Students may use comments to annotate their own work, while not changing the format of their work. Additional training materials regarding these features can be found on this page of our district website: Who should I ask for training on this?? Ask your instructional technology specialist for basic features and ask you AT Specialist for customized/advanced features. 12. Word processor with picture support: Word processors with picture support allow students to write with pictures. These word processors may also have built-in text to speech and ability to program activity specific word banks. The following options are offered for a word processor with picture support: a. Boardmaker: This software includes the Symbolate feature that automatically places a picture with every word that is typed. b. Request a loan from the assistive technology specialist for specialized software such as Clicker 6 or Classroom Suite. Who should I ask for training on this?? Ask the AT specialist. 13. Talking word processor: A talking word processor provides auditory feedback as a student types. The word processor may be set to read each letter, word, or sentence. Additionally, students can hear their entire work read aloud. This allows students to auditorily edit their written work and hear the organizational component. Additionally, a talking word processor may be

6 motivating for a student who is unmotivated to write. The following options are suggested for accessing a talking word processor: a. Use the Speech toolbar within Microsoft Word b. Use the Listen feature within Kidspiration/Inspiration software c. Request a loan from the assistive technology specialist for specialized software such as Write:OutLoud. Who should I ask for training on this?? Ask the AT specialist. 14. Multimedia software with alternative expression of ideas: Allow students to express their understanding of the content in a manner that better suits their learning needs. Students may use multimedia such as pictures, sounds, voice narration, and movies to show their understanding. Examples of students demonstrating their knowledge using multimedia tools include: Create a picture series, create a movie, record their voice for an oral report, create a Podcast, or create a multimedia PowerPoint presentation. The following options are offered for multimedia software: a. Microsoft PowerPoint (available on all LPS computers) b. imovie (available on all LPS computers) to make movies c. Garageband (available on all LPS computers) to create and edit sound and voice recordings d. KidPix (available on elementary school computers) to create picture scenes e. Additional app options available on the ipad f. Request a loan from the assistive technology specialist for specialized software such as Clicker 6 or Classroom Suite. Who should I ask for training on this?? Ask the instructional technology specialist (for PowerPoint, imovie, Garageband, or KidPix) or the AT specialist. 15. Computer with voice recognition software: Voice recognition software allows the student to speak to the computer and the computer will convert the speech to text within a word processor. Regarding composing written work, this tool will most benefit students who demonstrate high oral expression yet struggle with written expression. The following option for voice recognition software is available: a. Request a loan from the assistive technology specialist b. Use Dictation built-in to an ipad or computer Who should I ask for training on this?? If you re looking for specialized software, ask the AT specialist. If you re interested in using the built-in feature (like Siri or Dictation ), ask your Instructional Technology Specialist.