Action+Options+with+Clarification+v1

= UPDATED = =Table 5 Region 1 - List of Action Options with Clarification=

== Triggering Question: "What are action options for your region which, if adopted and implemented, will overcome barriers and help us create a sustainable model of assistive technology to support students in accessing and progressing in the general education curriculum?" ==

There are some people who are resistant to change and others who embrace it. The same goes for technology in the classroom. If we can identify and work with those key people who are not afraid of change or technology, we might stand a chance of creating model classrooms that other teachers will look to and administration will see as being successful. Rather than focusing on getting everyone on board, what if we just get the right people on board right now?
 * Action Option 1: IDENTIFY 'KEY' PEOPLE WHO WILL USE AT APPROPRIATELY IN THE CLASSROOM.**

Sometimes I feel like people view AT as a necessary evil. Necessary because the law mandates its consideration. Evil because it costs too much. We need to be the best bargain hunters out there, finding free and cheaper alternatives (that still offer the same quality) to the high-cost solutions we have used in the past. For example, we haven't used many mounts in our classrooms because they are expensive. With a little research, however, we figured out how to make the exact same mount we used to buy for $150 for around $50. Maybe classrooms, districts, and our directors will be more in favor of what we do if we can show them that AT doesn't have to break the bank.
 * Action Option 2: CHANGE THE PERCEPTION OF AT'S COSTS.**

Sometimes I wonder if our directors always see how AT actually fits into all the other services that we offer in our ISD. Perhaps we will find them more supportive if we can regularly communicate all the ways that we are implementing AT supports alongside of our PT's, OT's, SLP's, and with our classroom teachers.
 * Action Option 3: EMPHASIZE AT'S IMPORTANCE IN OTHER PROFESSIONAL SERVICES WE OFFER.**

I feel that we need to be in regular, face to face contact with the directors to share with them the things that are happening and going well in our region as well as the things that need improvement and, likely their support. Q: This is specifically the Northern Michigan Special Education Directors? Q: Would this also include directors at the local level? R: I was intending it to be the Northern MI Spec Ed Directors since we are looking at a regional level. I do agree that it would also be a good idea for ISDs and locals to establish those regular contacts as well...so, yes Peter, I would go for that! C: This response by Megan relates to the AT initiative of MITS, and specifically to the presentation Jeff made on the first day of the Co-Laboratory on the linkages among the various levels of a cascade from the state level to the bulding level. So the response from Megan includes all these levels, presumably.
 * Action Option 4: ESTABLISH REGULAR CONTACT WITH DIRECTORS.**

We need to identify key players to develop a regional plan that would be projected out for the years to come (what will we do THIS year, in 2 years, 5 years, 10 years) and be a work in progress. Q: In your idea, would there be some kind of accountablity built into this plan? R: I would hope so. I don't have specifics...but I think there would be projected outcomes and deadlines, etc. when tasks would be expected to be done.
 * Action Option 5: DETERMINE A CORE GROUP OF PEOPLE (WITH VARIOUS BACKGROUNDS) TO DEVELOP A** **REGIONAL PLAN.**

Many times we go in and train the teachers, which is great, but establishing this knowledge base with administration would be helpful
 * Action Option 6: INVITE DIRECTORS, SUPERVISORS, PRINCIPALS TO AT TRAININGS**

Often times administrators "can't come" to our trainings, but if we can get an invitation to present information on AT to their group at their regulary scheduled meetings, perhaps on a 3x/year basis, we might make more head way on gettng the message to them.
 * Action Option 7: OBTAIN AN INVITATION TO MEETINGS WHERE DIRECTORS/PRINCIPALS, ETC ARE PRESENT**

Much work has been done over the years by the Region 1 AT Consortium to write AT Guidelines for our districts. Tweaking and modifying has certainly been done by individual districts, but should have the same underlying foundations as it is based on the law. Supervisors, principals, and directors need to discuss these guidelines together, and make them policy so we have a consistent plan for AT delivery and services accross our region.
 * Action Option 8: RECOMMEND DIRECTORS/ PRINCIPALS DISCUSS THE CURRENT AT GUIDELINES AND MAKE A PLAN** **FOR ADAPTING THEM REGIONALLY INTO POLICY**

If we could get a core group of administrators from each of the districts in Region I to learn about and embrace AT so that they can take the information back to the larger group of adminstrators, they may have a better chance of convincing their peers as to the importance of committing to a set of guidelines or policies that would be consistent throughout Region I.
 * Action Option 9: ADMINISTRATIVE STAKEHOLDERS FOR AT**

If directors had an opportunity to participate in the SDD Process, it would be enlightening to see where the barriers are from their perspective in regards to making a commitment. I think knowing their barriers would help us work toward a solution more than us trying to decide what they need. Q: What is the SDD Process? R: The SDD process is a structired dialogue process that you are applying and experiencing by means of this AT project. You are doing this by responding to triggering questions and exploring relationships among your contributions to construct systems of ideas, such as affinity clusters and Trees of influence. Q: Do you have an idea of how we ould get our directors to invest the time? R: Lori, I don't know. What I do know is that we all (teachers and administrators) have to MAKE THE TIME in our busy schedules. All of us continue to have added responsibilites and need to learn to work more efficiently so we can meet the growing demands of our jobs. I know there is a limit to what we can do in a day, but that is why we prioritize. We just need to find a way to get AT as a higher priority on their list.
 * Action Option 10: DIRECTOR PARTICIPATION IN SDD PROCESS**

Invite a representative from each building to assist in coordinating AT services with their ISD's AT directors.
 * Action Option 11: BUILDING REPS**

A written strategy to address delivery of AT training and services to the Region 1 ISDs that the directors would support with their influence, direction and budget. Q: Are you saying to DEVELOP a written strategy to address AT...? R: Yes - develop a written strategy to address AT training and services to the Region 1... Q: Can you give an example of what this strategy might look like? C: Examples usually help in the discussion for the clarification of proposed action options. However, we should recognizing that the examples can not be comprehensive at this level of the discourse. Follow-up work, especially with the help of the science of implementation, can make action options more transparent and specific. Q: Rug has said that AT is usually discussed at the directors meetings. Would it help if we gave him a list of questions to ask the directors? R: My thought was that there would be a well thought out plan of providing AT training to our ISDs. The planning process would define what that would include exactly, but if we agreed that all ISDs needed to experience, for example, AT awareness training - we could delineate what that would mean, how long the training would take and what they would be exposed to. This planned strategy would be a "flow chart" of training so we could determine which training to offer to different disticts, buildings in our ISDs. It would also help the directors to know what kind of trainings we are prepared to present. C: Lori: Is this example OK for responding to you question. The work of this group is dedicated to designing an action plan for overcoming the Wall of Obstacles and approximating the Tree of Vision as shown schematically in the home page of the wiki for Region 1 AT. The action option of a "Director supported strategy" is one of many other action options to accomplish the above Goal.
 * Action Option 12: DIRECTOR SUPPORTED STRATEGY**

Directors would support AT by allowing time and budget so staff who need to know about AT are free to attend trainings. The teachers don't know what they don't know and can't ask about services or devices for students if they don't know they are available.
 * Action Option 13: TIME ALLOTTED FOR AT AWARENESS AND TRAINING**

Directors in each ISD would commit to identifying staff to work specifically with assistive technology. This is a job that takes time, expertise and energy. It is important to have a staff member who knows or knows where to go to find out the AT tools, devices, networks and strategies. Otherwise we are just hoping we know what to do as needs come along.
 * Action Option 14: IDENTIFIED AT STAFF**

A member of our district's administrative team would commit to developing a deeper understanding of assistive technology and its importance to equal access to education.
 * Action Option 15: ADMINISTRATIVE KNOWLEDGE**

Our ISD would create a full time professional position to facilitate training and informational sessions for educators in our area.
 * Action Option 16: ASSISTIVE TECHNOLOGY POSITION**

Our ISD would adopt (or amend as necessary) Regional Guidelines for the provision of Assisitve Techology devices and services.
 * Action Option 17: ADOPTION OF GUIDELINES**

Create a quarterly newsletter to share news items/updates/conferences/resources within Region1 Q: Do you envision this newsletter going to a certain group of people? Q: Do you see this newsletter offered in print or as a wiki or offered in multiple formats? R: I think a wiki or email would work great. R: I also think that it could be made to target both gen.ed. spec.ed and administrators to facilitate the sharing of current info/pd opportunities, tips/tricks, etc. 'Get the Word Out' Nothing too advanced or technical. Q: Who would be in charge of putting this newsletter together? Q: I had the same question about who would create the newsletter. Would this be a task for our Region 1 group to undertake? R: If there was a template, different people could volunteer to post info in that specific space regularly and if others had something to share they could forward to that person. R: For example, one area could be upcoming training/PD. Another area could be technology tips/tricks. Another could be 'success story'. C: I think it would work best if done by our region group, with one point person.
 * Action Option 18: NEWSLETTER**

Ask to be allowed to attend the NMD meetings for a short update on Colab activities
 * Action Option 19: COMMUNICATION WITH DIRECTORS**

Our isd worked last year on modifying the Region 1 guidelines to suit our needs. We need to present this info to the local superintendents for feedback Q: To clarify...you are looking to present your ISD's guidelines to the superintendents in your local districts? R: Rug had suggested that possibly we revisit the guidelines and see if they need modifications. We are also working on our own local ISD guidelines to present to local superintendents and principals
 * Action Option 20: ADOPTION OF GUIDELINES**

Ask to be attend one of the monthly meetings with the local IT people and get their feedback on how to integrate services Q: Who would ask to meet monthly with local IT people? R: As a start, the AT person, just as an introduction to who we are and what our goals are Q: Also, to clarify, what would that look like without an 'AT' person? Who might that contact be then? R: I guess it would have to be someone designated by the director.
 * Action Option 21: INTERACTION BETWEEN GEN AND SP ED TECH**

A specific plan that is agreed upon and supported by the directors that includes their commitment for continuing education, financial support, etc. for AT.
 * Action Option 22: ESTABLISH DIRECTOR SUPPORTED AT PLAN**

Actually have an AT job position at the ISD level to help provide training to the locals, and assist with completing evaluations, obtaining and performing trials with AT, etc.
 * Action Option 23: ISD ASSISTIVE TECHNOLOGY JOB POSITION**

To have an AT team within each ISD that has representation from each local district. Time would have to be allowed for this team to meet, receive continuing education, etc. Q: Who do you feel might be the best representative from each LEA? HOw would that be determined? R: To me, the best representative would be someone who is interested in AT and is proactive in wanting to get AT incorporated into their district. I'm guessing the person would be determined by the local superintendent/administration.
 * Action Option 24: ESTABLISH AN ISD WIDE AT TEAM**

Networking teachers together with regard to AT has to be accepted by the district as a whole. Time must be allotted, and a plan in place. Using AT in the schools might be easy if the teachers and principals see that we can educate children in this day and age using tools that are readily available and quite possibly already being used by our students outside of school (Skype, etc). They need to bond together as a committee and spread the word amongst themselves as to how easy it might be. Q: do you see this action as including UDL principles for all students? R:It absolutely could work that way, yes.
 * Action Option 25: EMPHASIZE NEED (TO SUPERINTENDANTS) OF DISTRICT-WIDE AT COMMITTEE AT LOCAL LEVEL**

The AT staff must also be able to attend trainings and conferences where they can gain knowledge and network with people who are on the cutting edge of AT information. Where they can get some hands-on experience with devices, tools, software and systems that they may not own in the district.
 * Action Option 26: TRAINING BE ACCESSIBLE FOR THE AT STAFF PERSON (PEOPLE)**

if we had a plan in place, there would also be clear and concise guidelines that would be followed. We could create plans for specific needs, and the whole region would act in a similar way. This would keep us from constantly having to reinvent the wheel.
 * Action Option 27: I WOULD LIKE TO SEE A REGIONALLY ADOPTED PLAN FOR ASSISTIVE TECHNOLOGY, SO THAT** **EXPECTATIONS AND GUIDELINES ARE IN PLACE.**

Each school district within the region needs to have an AT person. This person not only needs to be available for the needs of its users, but also needs to market what is available to help students. As a general ed. teacher, I have very little knowledge of what is available to my students. I would also like ideas for tools that help children with specific disabilities that I may not even know exist. Q: How would this person's job description look? Would it be full-time, part-time, 1 day per week, etc? What wold their responsibilities include? R: I picture this position being a consultant position. Maybe this would be a .1 position, as I only see them working on this initiative.5 day each week. Their responsitilities might include some sort of pd for teachers and also being available for questions.
 * Action Option 28: EACH SCHOOL DISTRICT SHOULD HAVE AN ASSISTIVE TECHNOLOGY PERSON ASSIGNED TO** **THEM.**

Districts should make PD available for all staff, not just special education staff or area directors. Without knowledge of what assistive technology encompasses, teachers cannot gain access to the tools that could help their students with disabilities.
 * Action Option 29: GENERAL EDUCATION STAFF NEEDS TO BE EDUCATED ABOUT THE BENIFITS OF ASSISTIVE** **TECHNOLOGY.**

Our ISD would facilitate the development of teams throughout our area, to encourage communication about and implementation of assistive technology for all students. Q: would that action include time for the teams to meet regularly to share info/complete PD? R: If this team were created, the plan should be to include time for professional development and sharing between team members. It would also include a voice in the development of PD days to include sessions on AT/UDL implementation in the classrooms for all students served. Q: Would the teams be grouped by local districts within each ISD, or would the teams overlap, sharing input from each district within each group? R: Thanks, Lori. I would see a district team (ISD level) that would assist in developing professional development for the local districts. As well, local district teams would be led by an ISD representative versed in AT, to implement AT in individual districts. Action Option 31: WEBSITE Create a website to share Region1 resources/info Q: Do you mean a regional website hosted so that all districts in a region would be able access? Or a local website hosted by an ISD to support local school districts? R: I'm thinking regionally, that we could link to on our ISD website Q: How would we make people aware that this website exists? R: I think we could make people aware by linking from our ISDs websites/sharing with staff. Q: Are you thinking the website would have the type of resources and information that we receive at our Region 1 meetings and share with each other? R: I was thinking that as a group we would process what teh "go to" info/essentials would be and post. It could be a hub that then links out to more resources. I would think it could be organized in a manner that people who are not familiar with AT could gain understanding and those that are looking for something specific could find or link to
 * Action Option 30: STAKEHOLDER TEAM CREATION**

Establish a calendar of meetings between stakeholders in the state AT action plan and Region 1 to align or re-align our actions to meet the common purpose of creating a sustainable model of AT to support students in the general ed. curriculum. Q: Would this idea include all the regions meeting together, along with the state, to provide a uniform AT network across the state so that if children moved districts - no matter where in the state - AT would be seamless? R: Yes it would include that, but breaking it down so that each region gets some time to align their own plans so we are meeting the common purpose, so there is a flow of delivery of services and support to students from the state level down to each unique Region and school district. Q: Would the "common purspose" be determined prior to the meeting, or would the "common purpose" change for each meeting? What do you see the likelihood of having a common purpose will be with other regions across the state when so much is enequal? C: Please keep in mind that if you do not agree with a "nuance" of a proposal you are free to make another contribution at this Round. In other words, it is very possible that an idea for a new action option is triggered in your mind by an action option proposed by another stakeholder partcipating in the virtual co-laboratory.
 * Action Option 32: STATE AND REGION 1 AT CONSORTIUM MEETINGS:**

Coordinate a professional development session that will inform teachers and staff about what AT is along with information about what is available through their individual ISD. Q: Would this include on-going updates so that AT is brought to the forefront more often - and as a result remembered to be considered at every IEP? R: Yes, it would make sense to include regular updates. However, this would have to be in addition to the initial prof. dev. session. Perhaps each building could have a representative that keeps informed about what is current and available in AT within their district. Thanks for bringing this up. C: If this is a new idea that is not completely covered by the statement "training" above it is desirable to enter it now as a new contribution. Please recognize that my role is not to act as a content expert but as a neutral facilitator, so it is hard for me to tell whether a participant is talkiig about a distinction or not. R: Thanks, Aleco. I think it does fit in "training", as professional development, but I'm not sure if on-going professional development is a new idea to propose? C: Great!!! Only you can make this determination. R: Please refer to Item #11. Each building rep would be responsible for remaining aware of AT updates. C: Could you please elaborate why reference to Action Oprion #11 from Table 5, namely: "Action Option 11: BUILDING REPS Invite a representative from each building to assist in coordinating AT services with their ISD's AT directors," is a clarification of the questions raised above. R: In Action Option #11 I suggested we have building reps. As part of their job title each building representative would need to remain aware of what is currently available in AT for our students. C: Thank you very much. I appreciate this clarification for the benefit of the other members of the Region 1 AT group. I hope you know by now that I do not have the vaguest idea of what you guys are talking about, because I do not live in your world. I am only trying the best I can to ensure that the concepts and the nuances of your lifeworld are clear to all the members of your group. R: I appreciate your guidance through this process. Thank You.
 * Action Option 33: TRAINING**

UPDATED TABLE 5 -