Assistive Technology (AT) Credential Program
The MISD Assistive Technology (AT) Leader credential program is designed to ensure the effective use of the MISD AT decision-making and implementation process so that students with special needs receive the AT services they need to be fully engaged and successful in the general curriculum. The MISD Assistive Technology (AT) Team works collaboratively with local district leaders to ensure that every IEP team has access to a knowledgeable individual to support the consideration and implementation of assistive technology services. In Macomb County, these individuals are known as AT Leaders. AT Leaders coordinate assistive technology efforts in their own district, act as an AT resource to colleagues, lead IEP teams through the assistive technology evaluation process, support teachers and teams as AT is implemented throughout the curriculum and help IEP teams evaluate the effectiveness of AT implementation. For more information about Assistive Technology services in Macomb County, please refer to the MISD AT Guide.
AT Leaders who earn the credential with competency in Reading, Writing, and/or Communication have completed specific requirements relative to the domains listed below.
Competency Domains
AT Foundations
Demonstrate knowledge of educational, human, legal and cultural issues related to assistive technology services, including but not limited to, human development, general curriculum, special needs, trans-disciplinary roles and current laws.
AT Consideration Process
Demonstrate knowledge and effective use of the formal Macomb ISD consideration, trial and evaluation processes.
AT Analysis and Plan
Demonstrate knowledge of effective AT implementation, including but not limited to, developing a collaborative AT plan that provides for specific curriculum integration, AT training, data collection, and regularly occurring follow up opportunities.
AT Implementation and Follow-up
Demonstrate knowledge required to evaluate the effectiveness of AT services, including but not limited to, periodic review of data collected to identify barriers and adjust strategies and tools as needed.
Content-Area Competencies
Reading Competency
Demonstrate knowledge and skill required to complete the AT process resulting in successful acquisition and use of assistive technology for reading. This minimally includes assessment of learner response to AT for reading, knowledge and use of AT tools and strategies that support reading, and knowledge and effective implementation of AT for reading.
Writing Competency
Demonstrate knowledge and skill required to complete the AT process resulting in successful acquisition and use of assistive technology for writing. This minimally includes assessment of learner response to AT for writing, knowledge and use of AT tools and strategies that support writing, and knowledge and effective implementation of AT for writing.
Communication Competency
Demonstrate knowledge and skill required to complete the AT process resulting in successful acquisition and use of assistive technology for communication. This minimally includes completion of the three-day MISD AAC Core Vocabulary Workshop, assessment of learner response to AT for communication, knowledge and use of AT tools and strategies that support communication, and knowledge and effective implementation of AT for communication.
AT Leader Credential Criteria
To complete your AT Leadership Credential*, you must:
- Attend all four days of the AT Leadership workshop.
- Achieve a competency badge in at least one micro-credentialed area such as Writing, Reading, or Communication.
- Complete the AT Leadership competencies below: Foundational, AT Evaluation, AT Analysis and Plan, AT Implementation and Follow-up and receive an "achieved" status on your portfolio review.
*Note: In order to maintain your AT Leadership credential you must continue to be an active AT leader in the county, including attendance at the tri-annual AT Leadership meetings or equivalent.
Detailed Overview of the AT Credential Process
- Complete the 4-Day AT Leader Training: The Macomb ISD AT Credentialing system is only available to Macomb County Educators who have completed the 4-day AT Leadership workshop.
- Take the AT Foundational Assessment. To request access to the AT Foundational Assessment, please complete this request form MISD AT Support form. Indicate that you would like support with "Credentialing", then choose "AT Foundations Assessment Link" and indicate you would like to take the assessment. This will take you to the final page where the link to the assessment will open in a new window. Please be sure to go back to the form (previous tab) and click "Submit" so that your request will be recorded.
- Select an area of content focus. Choose between Communication, Reading or Writing.
- Select a student who is using/needs to be using assistive technology in the area of focus.
- Download the AT Consideration, Implementation and Follow Up form on the AT Leader Credential Page.
- Complete the REED section of the AT Consideration, Implementation and Follow Up form in the area of focus, using the data from the student's IEP. (see sample forms for model). Determine if additional data is needed.
- Select, administer and interpret an AT Evaluation tool in your area of focus, using the student you identified.
- Complete the SETT portion of the AT Consideration, Implementation and Follow Up form.
- Determine if AT is necessary. Review the data and determine if AT is necessary and which AT tool the IEP team will trial.
- Complete the AT Trial portion of the AT Consideration, Implementation and Follow Up form. Remember to identify and distribute the data collection forms need to monitor progress and indicate accurate AT tool selection.
- Gather the trial data. Determine the tool effectiveness.
- Complete the follow up section of the AT Consideration, Implementation and Follow Up form. Record the outcome of the AT Trial. And indicate the decision made by the IEP team and what will be entered in the Special Factors page.
- Create your AT Leader Credential Portfolio. The tool you use is up to you. Be sure it is flexible enough to hold documents, videos and images and offers a place to receive/give feedback. (See recommended options below).
- Send/Upload your documents. Including: AT assessment forms, charts, etc., the completed AT Consideration, Implementation and Follow Up form, completed data collections forms.
- Complete this request form MISD AT Support form. Indicate that you would like support with "Credentialing", then choose "AT Leader Credential" and indicate that you would like feedback on your AT Leader Credential portfolio. Include the link to your portfolio.
- Continue with your content area competency. See specific competency section for details.
Foundational Competency
In this competency, you will be required to demonstrate your knowledge of the educational, human, legal and cultural issues related to assistive technology services. Topics such as human development, general curriculum, educating learners with special needs, trans-disciplinary roles and current laws will be covered in this survey. Score of 75 or better is passing.
To prepare for this competency, review the MISD AT Guide, your notes from the 4-Day AT Leader workshop and the web-links under foundational resources.
To request to take the AT Foundational Competency: Please complete this MISD AT Support form. Indicate that you would like support with "Credentialing", then choose "AT Foundations Assessment Link" and indicate you would like to take the assessment.
Foundational Competency Resources
- Assistive Technology in IDEA 2004
- MISD AT Guide
- QIAT: Quality Indicators for Assistive Technology
- Alt + Shift: Assistive Technology Skills Inventory
- Understood: What is Assistive Technology
- IRIS : Assistive Technology Module
Foundational Assessment
To request to take the AT Foundational Competency: Please complete this MISD AT Support form. Indicate that you would like support with "Credentialing", then choose "AT Foundations Assessment Link" and indicate you would like to take the assessment.
If you need to save your progress on the Foundational Assessment for later completion, you will need to somehow address all required items and click the "Submit" button. When the screen updates and gives two options: edit response or submit another, right-click the link to edit your response. Select the option to save the link. Copy the link and paste it in a safe place to access at a later time.
For more support, view this tutorial describing how to save and return to your foundations assessment.
Competency with AT Consideration
In this competency, you will be required to demonstrate your knowledge of and effective use of the Macomb ISD AT consideration, trial and evaluation processes. You will need to:
Select a student for whom assistive technology is needed and indicate why the IEP team is considering AT for this student.
With the IEP team, complete the SETT process and document the collaborative conversation on the AT Evaluation Form (also available in PowerSchool Special Ed/TieNet, or in Microsoft Word upon request).
Conduct an AT evaluation related to the content area of need (see separate competencies for evaluation resources). Include input from parent/guardian and observation in the daily environments. Document all results and interpretation on the AT Evaluation Form.
AT Consideration Competency Resources
Competency with AT Implementation and Follow-up
In this competency, you will be required to demonstrate your knowledge of and effective use of the Macomb ISD AT trial process and beyond. In collaboration with the IEP team, you will need to:
- Develop and AT trial plan with appropriate goals and objectives that clearly integrate with regularly occurring learning tasks.
- Determine logical and user-friendly data collection process and tools.
- Acquire necessary tool(s) and set up programs and/or trial licenses.
- Identify and use training supports and resources with necessary team members.
- Coordinate follow-up meeting to debrief results with team members and determine next steps.
Additionally, once the AT tool(s) and strategies are implemented, it is necessary to continue ongoing AT consideration. You will:
- Periodically review data associated with AT tool(s) in place, as well as reviewing student progress in all areas. AT consideration should happen, at a minimum, at each IEP meeting.
- Monitor the factors related to AT implementation to determine any existing barriers to success, and determine strategies and tools to remove barriers as needed.
AT Implementation and Follow-up Competency Resources
Competency with AT for Reading
AT Leader Credential Checklist: Reading PDFReading Assessment Competency
- Select an appropriate reading assessment tool
- Implement the assessment and accurately report the results
- Use assessment outcomes to make logical recommendations for AT trial
Reading Assessment Competency Resources
- Protocol for the Accommodation of Reading: Access to the PDF Version
- Universal Protocol for the Accommodation of Reading (uPAR)*
- Webinar: uPAR Comprehensive Overview
*If you are working on your credential and will administer the uPAR, email jfons@misd.net
Assessment Evidence for Portfolio
- Completed REED with accurate interpretation of aggregated data
- Completed PAR/uPAR/other with accurate interpretation of the data collected
- Completed SETT AT Evaluation with appropriate recommendations for AT Trial
Reading Skills Competency
- Demonstrate skill with 3 or more AT tools to support reading including, but no limited to:
- Text to Speech (Snap&Read, Read&Write, Immersive Reader, Natural Reader)
- Bookshare Set Up with Reader (Web Reader, Voice Dream, Dolphin Easy Reader, Capti Voice, etc.)
- Identify and add appropriate supports to electronic text (Actively Learn, Newsela, Rewordify)
- Setting a Chrome Browser with extensions to support reading comprehension
- Using an iPad to support Reading Comprehension
- Demonstrate an understanding of software/program features
- Design/identify appropriate training protocol
- Set up a user profile and describe rationale for set up
- Determine how to acquire the tool
- Identify training support/resources
- Explain which learner needs are addressed by this software
Reading Skills Competency Resources
Bookshare
- Bookshare Site
- Getting Started with Bookshare
- Bookshare How-to Guides
- Bookshare Training Resources
- Bookshare Tool Tutorials
- Bookshare YouTube Channel
Bookshare Webinars
Accessible Literacy
Creating Supportive Text
- Read&Write Simplify (video overview)
- Immersive Reader (video tutorial)
- Mercury Reader Chrome Extension
- Newsela (implementation support)
- Rewordify (help center support)
Text-to-Speech Technology
- Introduction to Text-to-Speech video
- Read&Write by Texthelp
- Immersive Reader (video tutorial)
- Snap&Read Universal
- Natural Reader
- Built-in/Free Text-to-Speech Tools
Voice Technology Options
Google Cloud Voices and Languages
Reading Implementation Competency
- Select an appropriate goal/objectives that the tool(s) supports
- Design an appropriate trial plan
- Identify and design the appropriate data collection tools
- Develop a training plan (including training resources)
- Collect, analyze and interpret data accurately
- Complete and substantiate the final recommendation
Reading Implementation Competency Resources
Competency with AT for Writing
AT Leader Credential Checklist: Writing PDFWriting Assessment Competency
- Select an appropriate writing assessment tool
- Implement the assessment and accurately report the results
- Use assessment outcomes to make logical recommendations for AT trial
Writing Assessment Competency Resources
- Written Productivity Profile (WPP)*
- *Updated version is the DeCoste Writing Protocol
- Written Language Production Standards for Keyboarding and Writing: K-8
- CoWriter and the DeCoste Writing Protocol Webinar
Curriculum-Based Measures for Writing
Assessment Evidence for Portfolio
- Completed REED with accurate interpretation of aggregated data
- Completed Written Productivity Profile or CBM for Writing with accurate interpretation of the data collected
- Completed SETT AT Evaluation with appropriate recommendations for AT Trial
Writing Skills Competency
- Demonstrate skill with 3 or more AT tools to support writing including, but no limited to:
- Completed SETT AT Evaluation with appropriate recommendations for AT Trial
- Speech-to-Text (Built-in Dictation, Dragon Anywhere, Voice Dictation or other)
- Word Prediction (CoWriter, WordQ, Read&Write)
- Writing with Grids (Clicker, First Author)
- Graphic Organizer (Corgi, Popplet, MindMeister)
- Setting up the computer to support writing
- Using text-to-speech to support writing
- iPad Writing Apps
- Writing in Chrome
- Demonstrate an understanding of software/program features
- Design/identify appropriate training protocol
- Set up a user profile and describe rationale for set up
- Determine how to acquire the tool
- Identify training support/resources
- Explain which learner needs are addressed by this software
Writing Skills Competency Resources
Built-In Dictation Tools:
Advanced Dictation Support
Robust Writing Supports
- Read&Write
- CoWriter:
- WordQ:
Word Prediction
Writing Implementation Competency
- Select an appropriate goal/objectives that the tool(s) supports
- Design an appropriate trial plan
- Identify and design the appropriate data collection tools
- Develop a training plan (including training resources)
- Collect, analyze and interpret data accurately
- Complete and substantiate the final recommendation
Writing Implementation Competency Resources
Competency with AT for Communication
AT Leader Credential Checklist: Communication PDFCommunication Assessment Competency
- Select an appropriate communication assessment tool
- Implement the assessment and accurately report the results
- Use assessment outcomes to make logical recommendations for AT trial
Communication Assessment Competency Resources
- MISD AAC Communication & Language Profile in PowerSchool Special Education (Create a new document > under Evaluation Reports) *email jfons@misd.net to request a downloadable version
- Communication Matrix for Pre-intentional communicators
- AAC Evaluation Genie - Available from the app store and on the AAC iPads available for loan from MISD
Assessment Evidence for Portfolio
- Completed MISD AAC Communication & Language Profile in PowerSchool Special Ed
- Completed Communication Matrix
- Completed AT Evaluation Report Sections:
- Assistive Technology Observations and Testing Data
- Conclusions
Communication Skills Competency
Skill Competency:
Demonstrate skill and competency with AAC
Knowledge and Skills in Implementation Practices
- Provide videos and self-reflection forms as evidence in portfolio
- Modeling AAC (Modeling could include modeling comments during a read aloud or a video or during a routine activity). Complete Modeling Self-reflection Form
- Using joint activity routines (JAR) to creating opportunities to promote students' independent use of AAC. Complete JAR Self-reflection Form
- Successful completion of AAC Core Vocabulary Training
Knowledge and Skills in AAC Devices and Software
- Demonstrate skill with 2 or more speech generating devices (SGDs) or software to support communication including, but not limited to:
- Simple speech generating devices (e.g., GoTalk, Tech Speak, Partner/Plus 4)
- Dynamic-display dedicated devices (e.g., Dynavox, Accent 1400)
- Software for use on iPad, iPad mini, and iPod or smartphone (e.g., TouchChat with WordPower, Proloquo 2Go, Proloquo4text, TD Snap, LAMP)
- Demonstrate understanding of the device or software features
- Design/identify appropriate training protocol
- Set up a communication page and describe rationale for set up
- Determine how to acquire the tool
- Identify training support/resources
Communication Skills Competency Resources
AAC Strategies Resources
- MISD AAC Core Vocabulary Team Three-day Workshop
- POWER AAC Training Series webinars by Gail VanTatenhove
- DLM Core Vocabulary and Communication Module
- Project Core Learning Modules by the Center for Literacy and Disability Studies at UNC Chapel Hill
- Link to Start Modeling page: AssistiveWare - Start Modeling
AAC Tools Resources
Proloquo2Go
Tobii Dynavox
TouchChat with WordPower
Go Talk Express - Scanning
CoughDrop
Prentke Romich
Communication Skills Portfolio Evidence
- Provide video and self-reflection forms
- Using a written narrative, screencast video or in person, describe the tool's features and their impact/ on successful student writing outcomes.
- Using a written narrative with screen shots, screencast video or in person, describe the specific features you selected for your student to support their specific learning needs.
- Using a written narrative, screencast video or in person, describe the training and acquisition plan in detail and include the plan on the AT Trial Form.
Communication Implementation Competency
- Select an appropriate goal/objectives that the tool(s) supports
- Design an appropriate trial plan
- Identify and design the appropriate data collection tools
- Develop a training plan (including training resources)
- Collect, analyze and interpret data accurately
- Complete and substantiate the final recommendation
Communication Implementation Competency Resources
- MISD AT Guide
- Sample Documentation - Communication
- Sample Data Sheet - Communication
Communication Implementation Portfolio Evidence
- Completed AT Trial Plan with appropriate recommendations for informative AT Trial
- Completed AT data collection sheets with accurate data interpretation
- Completed AT Trial follow up with recommendations for on-going AT implementation