Deer Park ISDCurrent Trends of Assistive Technology and Implementation ofMobile Technologies in Deer Park Independent Scho...
Deer Park ISD Demographics•   15 Campuses•   20 miles Southeast of downtown Houston•   Includes parts of Deer Park, Pasade...
Current Trends of AT in DPISD• AT Process• Troubleshooting  •   Technology (computers, laptops, mobile technologies)  •   ...
AT Process Flow Chart                                                     Deer Park Independent School District           ...
Troubleshooting Process                                                       Deer Park Independent School District       ...
FM System Process                                                   Deer Park Independent School District                 ...
Hearing Aid Troubleshooting                               DEER PARK INDEPENDENT SCHOOL DISTRICT                           ...
Implementation of Mobile Technologies•   iTunes•   Distribution•   Management•   Apps/Volume Purchasing•   Best Practices•...
Distribution • Started with Administrators. • Expanded into Special Education (SLP, SLC, TIC, Special Ed Dept   Chairs) fo...
Management • Setup    • All iPods, iPads MUST be setup by a technician BEFORE distribution. • Accounts    • An email accou...
Apps/Volume Purchasing • Administrator and individual iPods/iPads are given gift cards to purchase   apps. • Only one Volu...
Best Practices• Set Guidelines (Draft copy of DPISD Guidelines shown)   • Guidelines for District-Owned Wireless Devices  ...
The Future?• Mixed Reviews for Classroom Use  • Some embrace the use of mobile technology and social    networking while o...
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Deer park at and it

  1. 1. Deer Park ISDCurrent Trends of Assistive Technology and Implementation ofMobile Technologies in Deer Park Independent School District
  2. 2. Deer Park ISD Demographics• 15 Campuses• 20 miles Southeast of downtown Houston• Includes parts of Deer Park, Pasadena, Lynchburg and Highlands.• Enrollment: 12,594 students• Campuses:• Early Childhood Center: 1• Elementary Campuses: 7• Jr. High Campuses: 4• High School Campuses: 3• Assistive Technology Team-Trained Staff• 8 Teams trained by Region IV• 3 Teams Currently in Training• 14 campuses have at least one team trained staff member
  3. 3. Current Trends of AT in DPISD• AT Process• Troubleshooting • Technology (computers, laptops, mobile technologies) • Communication Devices • FM Systems • Hearing Aids• Deer Park Independent School District AT Forms (on WIKI)• Implementation of Mobile Technologies
  4. 4. AT Process Flow Chart Deer Park Independent School District Assistive Technology (A.T.) ARD Consideration Process AT Needs Indicator Do (form2376) or WATI Document in ARD on ESPED we have guides (in AT folder screen: Communication, sufficient on server). Physical, AT Needs of Student), information choose # 3 “additional to make a information is needed…” decision? NO YES Document in ARD on ESPED screen: An AT evaluation is recommended to Are A.T. Communication, assess the specific educational needs of devices or Physical, AT Needs of the student. Parent Permission requested. services Student), choose #2 "the WATI guides or needed? student will NOT be able SETT Checklist to participate in the…” Campus-level AT team (Teacher, SLP, (in AT folder on AT representative, and any related service server). personnel needed) completes the AT NO YES Evaluation. This ensures that all areas of No A.T. devices If the student needs AT to participate in AT for student needs be addressed. and/or services are their educational program, consider the recommended at areas of need and determine the The assessment team completes a written AT Report this time. appropriate devices and/or services. report with recommendations and Template The student’s specific needs are to be complete ARD paperwork for annual ARD documented in the IEP and based on Document in ARD on ESPED specific goals and objectives. and/or 3 year re-evaluations. screen: Communication, Physical, AT Needs of Student), choose #1 "the student will be Complete AT Needs Indicator able to participate in the educational program…” Are A.T. Consider a range of low to high tech devices or solutions, beginning with no tech services and low tech choices. Review and needed? document what has been tried in each area. NO YES Which devices are needed? No assistive technology devices Go to column Needed? and/or services are HIGH on right recommended at LOW this time. Please check the AT Inventory for Recommendations for available devices or contact Region IV devices, trials and/or Document in ARD on at 713-744-6518 to borrow device. services are to be ESPED screen: Before device purchase, always provide addressed by the ARD Communication, Physical, an extended trial in use. For a laptop or committee and AT Needs of Student), ACC, send completed student documented in the IEP. choose #1 "the student will information guide and IEP documenting be able to participate in the need to District AT Coordinator. Document in ARD on educational program…” ESPED screen: Communication, Physical, AT Needs of Student) and Accommodations page
  5. 5. Troubleshooting Process Deer Park Independent School District Dept. of Special Services Assistive Technology Problem Solving Process When Technology is not working… FM Systems (Frequency Communication Computer; Printer or Computer or Video VI; O&M; OT; and/or, Modulation) Devices Video Hardware Issues Software Issues PT Materials Assisted Listening (Including Flip Video Devices issues) Contact campus AT Contact campus AT Submit a work order for Contact your (CTIS) Contact your campus VI representative or SLP to representative or SLP to the District Technology campus technology Teacher or aide; O&M problem solve device and problem solve the device Department integrated specialist for Staff; OT; PT; COTA or hearing aids troubleshooting. PTA Contact Audiologist, Ian SLP to contact the District Technology If further assistance is Gillespie (281) 420-8033 manufacturer’s technical Department technical needed, CTIS will submit a or Deaf Co-op (281) 420- support line for assistance support specialists will work order for the District 4370 to check and/or repair with device address issues Technology to address If parts or equipment If device is owned by the District Technology replacement are needed, student, inform the parent. Department technical contact Karen Page If owned by Region IV, call support specialists will (832) 668-7172 Frankie (713) 744-6518 address issues and/or return it
  6. 6. FM System Process Deer Park Independent School District Dept. of Special Services FM Systems Policy When an FM System is recommended for a student with Auditory Impairment LSSP/Diagnostician refers the student to Deaf Co-op for consultation to determine need for devices and/or services. Please include the “Request for Professional Assistance or Attendance at an ARD” form along with: Audiological and/or Otological Reports  Copy of the FIE Progress Report/Recent Grades  Classroom Schedule Deaf Co-op will review reports; observe the student if needed; and, determine need for FM system device and services. ARD Committee/504 Committee meets with Deaf Co-op representative and makes recommendations. If eligible for services, the AI teacher If not eligible, the ARD or If the student is not eligible for services will attend the ARD and make 504 committee determines due to lack of “instructional need”, but recommendations. The student will that no devices and/or the need for an FM system has been receive FM equipment; services; and, services are needed to make determined by the ARD committee, a monitoring through the Deaf Co-op. progress on IEP the ARD referral to the AT coordinator will be Committee. made. AI Teacher will contact the District’s AT District AT Coordinator will contact Audiologist Coordinator if in need of equipment. and schedule the initial visit to set up the FM system and check hearing aids. Follow up visits should be scheduled by the campus AT contact person. Campus AT team member or SLP will monitor student’s use/equipment’s functioning and report problems or needs to Audiologist.
  7. 7. Hearing Aid Troubleshooting DEER PARK INDEPENDENT SCHOOL DISTRICT Assistive Technology Hearing Aid Troubleshooting and Maintenance Hearing Aids Numerous makes and models Numerous levels of technology Various settings T-coil: how to find the program on a hearing aid o Push button while listening through stethoset o Once you know which number the t-coil program is on, let others know Cochlear Implants Various makes and models Works similar to a hearing aid Some cochlear implants have an auto t-coil that needs no special programming, if not, the T-coil must be set in one of their programs for an FM to work If a t-coil needs to be programmed, an audiologist needs to do it. Common Problems and Troubleshooting: Hearing aid won’t turn on o Check the battery: if bad, replace o Clean the ear mold: if clogged, clean Static in the hearing aid o Check the tubing: is it hard or yellow? o Place the aid in the “dry aid” for one hour to absorb possible moisture o Check the battery: if bad, replace Hearing aid is weak, making funny noises or not amplifying o Check the battery: if bad, replace o Clean the ear mold: if clogged, clean o Make sure the aid did not get wet or sweaty at P.E.: if so, put in dry aid to remove moisture or dry overnight if dry aid is not available Make sure the hearing aid is set to the T-coil setting for use with an FM System If all else fails, refer parent to bring hearing aid in to Audiologist for repair. Nurse’s Hearing Aid Troubleshooting Kit: Hearing aid battery tester Hal-hen Sanitize Spray Hearing aid battery variety Clear sound floss: to clean tubing Stethoset: for listening to hearing aid Eargene (only use on outside of ear): for Dry Aid itchy ears due to ear mold Tubing Blower: to dry out moisture in tubing Set of cleaning tools or tool with wax loop Alcohol pads: to clean ear molds, stethoset on end: to keep ear mold wax free and other tools Gloves
  8. 8. Implementation of Mobile Technologies• iTunes• Distribution• Management• Apps/Volume Purchasing• Best Practices• The Future?
  9. 9. Distribution • Started with Administrators. • Expanded into Special Education (SLP, SLC, TIC, Special Ed Dept Chairs) for use with students. • iPod carts of 30 placed onto eight elementary campuses this school year. • CTIS’ will manage cart – updates, purchases, apps. • Apple Academy teachers responsible for integrating into curriculum, creating content and training teachers. • 2 iPad carts (30 each) will be placed onto seven secondary campuses next school year. • CTIS’ will manage cart – updates, purchases, apps. • Apple Academy teachers responsible for integrating into curriculum, creating content and training teachers. • An additional iPod cart will be added to each elementary campus next school year.
  10. 10. Management • Setup • All iPods, iPads MUST be setup by a technician BEFORE distribution. • Accounts • An email account is created for each individual device or one account per cart. • iTunes account is set up for each email account created. • Each cart has a separate email account. Students can turn in assignments on devices via this email account. Naming protocol is followed so teachers can find their student’s assignments. We plan to use Dropbox and Evernote with these accounts. • Wireless Setup with filtering - BYOT
  11. 11. Apps/Volume Purchasing • Administrator and individual iPods/iPads are given gift cards to purchase apps. • Only one Volume Purchasing account is allowed per district. A spreadsheet is kept by each purchasing department to keep up with accounting. • Volume purchasing is used for all other devices (Special Education and Carts). • Workflow for volume purchasing • Teacher decides what apps they would like to purchase • They request through the CTIS • CTIS and Principal approve or deny apps • If approved, request is sent to ITS for processing. ITS completes the associated paperwork; then sends the Apple Codes and which codes go to which devices to the Casper Manager. • He puts info into Casper, then CTIS have to physically download the app on one device, sync device to iTunes and it syncs to all devices. We have purchased PowerSync from Bretford to sync all devices at once. • Once apps have been purchased, ITS sends notice to requesting CTIS so apps can be downloaded. • For costly apps with the special education devices, the special education department manages their volume purchasing. • All cart apps are handled via Volume Purchasing. It’s all or nothing with apps for carts – all devices get app or none get it. • All free apps are managed by the manager of that device or cart.
  12. 12. Best Practices• Set Guidelines (Draft copy of DPISD Guidelines shown) • Guidelines for District-Owned Wireless Devices • All district-owned wireless devices will be subject to Internet filtering in accordance with the Children’s Internet Protection Act (CIPA) set up through the Technology Department before use in the classroom. • Teachers using iTunes accounts in their classroom instruction with district-owned handheld devices must use a district email account created specifically for iTunes. This is separate from the teacher’s regular district email. • All content purchased through iTunes and synched to multiple devices must be made through Apple’s Volume Licensing Program. • Procedures for District-Owned Wireless Handheld Devices • All Apple devices must be purchased directly from Apple. No other vendor (K+, Best Buy, ebay, etc.) is approved. This includes any Apple device purchased with funds through an individual campus, Education Foundation Grant, PTO, etc. that will connect to the district wireless. • Wireless devices should come (or be sent) directly to Technology Department. • Technology will create a unique iTunes email for use with iTunes account and set up the iTunes account. • If applicable, specific apps will be downloaded to the iTunes account and synced to the wireless devices. • The devices will also be joined to the Casper management system and configured to district standards by Network Systems. • When the devices are delivered to the campus, a technician will set up the iTunes account on a computer and the devices will be synced.• Have good management system set up BEFORE distribution
  13. 13. The Future?• Mixed Reviews for Classroom Use • Some embrace the use of mobile technology and social networking while others see them as classroom disruptions or fancy distractions• Transitioning to Acceptance and Use • Current projections suggest that you will be very hard pressed to find anyone without a working mobile phone by 2015. • Teachers must embrace the value of mobile technologies, while realizing they continue to be the experts in learning and development.• Video: Top 10 Reasons to use Mobile Technology in Education

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