Terrilyn H.

Ladd
Activity: AT Teacher Critique (B. s.)

January 2013


Summary: In order to provide the appropriate support to the AT team, as the lead teacher for the
AT Department, I critiqued the teachers performance on how she handled referrals, assessments,
report writing, training, and IEP meetings.

Before the critique commenced, I asked that the AT teacher shadow me in performing all of the
tasks listed above. She shadowed me for a total of one week so that she could observe me in the
process of the listed tasks. After the teacher shadowed and observed me, we then conferenced
about what techniques she noted. I also answered questions that she had at the time.

Script of the observation of AT teacher:
LT- lead teacher asking question or making statement
AT-AT teacher responding

1. LT: What was the concern listed on the referral forms?
AT: This student was referred because she is non-verbal and teacher says that she needs a
way to communicate. The student is having trouble making choices and participating in
class.

2. What class is the student enrolled in?
AT: The student is in the Pre-School CDC Room.

3. Since it is a system-wide classroom, what do you need to look for first before evaluating
the student for a personal device?

AT: Im not sure. What do you mean?

LT: The student is enrolled in a system-wide class and what do you know about the
devices needed to help students communicate in the system-wide classrooms?

AT: Oh, there may be devices available already and we have to determine if the student
can use those devices in the classroom.

LT: Rightvery good.

LT: What materials/tools will you take with you?
AT: I will take some switches, a simple voice output device, a tablet device with apps and
pictures.

LT: Make sure that the teacher has been notified that we are coming.
AT: yes, she knows. We will be going to observe and assess during the language block.
LT and AT enter the classroom. The students are completing their morning meeting
where they discuss the weather and make choices for what they want to eat for lunch.
Then they are engaged in language tasks, at different stations. Some are reading, some
are using the tablet device to practice on skills, and some are in the housekeeping
station.

The student we are observing is sitting on the rug with her peers. As she is asked to what
is the weather like outside , she was given a choice with picture options. She was not able
to make the appropriate choice of the type of weather experienced. The AT teacher then
attempted to assess this student after observing her interacting with her peers.

The AT teacher began the assessment with determining if the student could identify/label
pictures when given a choice of 2, 4, and 8 objects. The student was then assessed for her
ability to access switches and the computer. A simple voice output device was tried with
the student. After the assessment was complete, the student was escorted back to her
station to continue her activities with her peers.

Strengths Weaknesses
Teacher was well prepared with the
appropriate materials.
Even after discussing during pre-
observation conference regarding using
classroom dedicated devices, the AT
teacher did not attempt to use that
equipment already in the classroom.
AT teacher was attentive to every move the
student assessed made. She wanted to
capture all of the details.
AT teacher spent a very long time in the
classroom. The standard AT evaluation
takes about a 45 minutes-1 hour in addition
to a 10-15 minute observation. She spent
over 2 hours in the classroom observing
and assessing.
The AT teacher researched communication
deficits and some solutions prior to the
assessment
The AT teacher did not leave any resources
for the classroom teacher.
The AT teacher reviewed the AT referral
packet the teacher sent
The AT teacher did not conference with the
teacher to see if anything changed since the
referral was sent. She did not attempt to
discuss things noticed during the
evaluation or answer any questions the
teacher had. She simply told the teacher
that she would be receiving an AT report


After the assessment, the LT and AT teacher had a post conference where the following
Recommendations for improvement were provided:

1. Always remember to encourage the teacher to try to use some of the classroom
dedicated AT equipment before attempting the AT referral. That gives you an idea
about what the student already knows how to use. Ask the teacher to submit data on
the students success on the classroom devices. Support the teacher by helping her use
data collection sheets to keep track of success and struggles on the devices.

2. Be able to assess in a more timely fashion. AT is not a related service in that we do
not offer consistent services. We need to be able to get a snapshot of the students
ability to access the curriculum. Much of the information on the student has already
been submitted on the referral forms. You have to be focused and use your time
wisely.

3. Always give the teacher some time to ask questions while you are in the room with
her. It is harder to confer via email than it is to speak face-to-face. It is a good idea to
at least acknowledge that you are done with the evaluation or you may need to do
some additional observations in other settings if necessary.

4. If you know that a teacher has struggled with devices, try to leave some quick start
guides or try these tips. Go to the classroom prepared to give the teacher a copy of
some helpful resources that she can refer to when you leave.

5. Always ask the teacher what her goals are for the student. We need to encourage
teachers to speak in terms of what it is that AT can do to help the student access to the
general curriculum.


What went well?
The AT teacher was motivated to complete an appropriate comprehensive assessment. She was
well prepared and brought the appropriate materials to the assessment. She was able to
demonstrate that she knew how to use the devices well so that she could provide training to the
teacher and/or the student.

What did not go well?
The assessment did go a little too long. The AT teacher needs to be able to complete the
evaluation in a timely manner. A report has to be written using the results of the evaluation.
Reports should be completed within two weeks of the AT evaluation and a copy sent to the
classroom teacher for review.

If given the chance, what would you do differently?
As the AT teacher becomes more comfortable, she will move a bit faster when completing
assessments. She is very conscientious so I know she will provide resources to the teacher next
times.
I believe that I could be better at using encouraging language. I am an encourager by nature
but I am so programmed to see what I need to see during an assessment and move on. I need to
realize that the other AT staff members are not me and they move more quickly when they are
more comfortable in their abilities.