1

Individual Assistive Technology Evaluation

SBU Evaluator: Ashley Allen
Contact Information: allenae13@bonaventure.edu

SBU Professor: Dr. Diana Lawrence-Brown

Contact Information: 716-375- 2165;
dlawrenc@sbu.edu

I. The Learner:
A. Background
1. Students name John Andrews (this name is a pseudonym)
2. Date of birth: 4-29-08, age: 5, grade level: Kindergarten
3. Instructional reading level: As of yet, formal testing to determine Johns reading
level has not been completed. Reading assessments will be administered this coming spring. His
teacher predicts John will be a level 1 reader.
4. Student's IQ Score: __N/A_ Name and date of intelligence test:
Estimated IQ:
__X_ Average Range (IQ 70-130).
___ Intellectually Gifted (IQ above 130)
___ Mild Intellectual Disability (IQ 55-70)
___ Moderate Intellectual Disability (IQ 40-55)
___ Severe Intellectual Disability (IQ below 40)
Comments: At this time, an IQ test has never been administered to John. Based on his
performance in the classroom, his classroom teacher estimated his IQ score to be in the average
range.
5. Type/level of exceptionality (e.g., from IEP): John has not been formally classified.
However, his communications skills are an area of concern. John needs furtherer development of
his articulation skills. Johns teacher is also concerned with his verbal communication skills.
There have been many instances in which John has refused to verbally respond to his teacher.
6. Family/cultural information. John is Caucasian. John comes from an upper-middle
class family; where English is the primary language.
A.

Students present levels:

1.

See the WATI Communication checklist attached.

2.

Academic:

Subject Area

Interests &
Preferences

Strengths:
Specific
skills/concepts
that the student
has achieved
John is able to
identify the
sounds of a
majority of the
letters in the
alphabet.

Needs: Specific
skills/concepts
that the student
lacks.

Most Recent
Report Card
Grades

Meeting Grade
Level
Expectations?

The class is
currently
practicing
identifying
CVC words.
Although John
is strong in his
letter sound
recognition, he
does not make
an effort to
identify these
words. His
teacher is not
sure if this is
due to his
refusal to
speak, or if it is
an inability to
decode words.
Johns
handwriting is a
concern. He
uses little
pressure while
writing. Proper
letter formation
is a challenge
for John. This
easily frustrates
John. Due to
this frustration
John avoids
writing when
possible. The
teacher needs to
give continuous
prompts before
John will write
a word.
There are not
any concerns at
this time.

2-Developing

Yes. Based on
the assessments
his teacher has
been able to
complete with
John, she
believes that he
is meeting
expectations
and is on target
with grade level
expectations.

2-Developing

Despite his
need for
improvement in
handwriting,
Johns teacher
believes he is
meeting grade
level
expectations at
this point.

John received a
3 in math. This
score indicates
that John is
secure in his
skills.
Satisfactory

Yes.

N/A

N/A

1. Reading (at least

decoding and
comprehension)

John enjoys
listening to
stories that the
teacher reads
aloud.

2. Writing (spelling
and composition
skills)

John enjoys
using the IPad
to practice
spelling CVC
words.

John is able to
accurately spell
many CVC
words.

3. Math

John enjoys
using
manipulatives
during math
lessons.

John is able to
count numbers
1-10.

4. Science, Social
Studies

John enjoys
participating in
science
experiments,
along with
other hands on
activities that
occur during
science lessons.
John is a tactile
learner. He
thoroughly
enjoys
activities that
involve
manipulates.

John
understands the
concept of
Kings and
Queens (current
social studies
unit they are
working on).

There are not

any concerns at
this time.

Hands on
activities
greatly increase
Johns
engagement,
along with his
willingness to
participate.

At times these
manipulatives
can cause
distraction.

5. Supplemental
area: Preferred
learning modalities

Yes.

Supplemental areas (choose at least one): Foreign languages, arts, cognitive skills (e.g., reasoning ability),
independent living skills, preferred learning modalities/multiple intelligences, study/test taking skills.
1.

Social/Communication:
Communication skills-As previously stated, Johns teacher is concerned with his
communication skills. John has the ability to verbally communicate with his teacher; at
times he has. However, there have been a number of occasions in which John has refused
to verbally respond to the teacher. Often times this occurs during the teachers attempt to
assess his level of knowledge in different areas (number and letter identification,
decoding, comprehension).
Social Skills- John gets along well with his peers. He frequently interacts with his
classmates, as long as they are classmates that he feels comfortable around. He is less
likely to engage in conversations with adults. He does not initiate interactions with peers
or adults whom he is unfamiliar with.
Relationships with Peers- John has positive relationships and interactions with his
peers. He socializes appropriately with his classmates that sit near him. As the year has
progressed, the number of times he has initiated and responded to verbal conversations
with his peers has increased significantly.
Participation in extracurricular activities- John participates in a soccer league.
Willingness to try new tasks and activities- Johns willingness to try new tasks or
activities depends on the task at hand. John is much more likely to try activities and task
that involve the IPad or a laptop, than activities that involve writing or participating in
discussions during whole group instruction.
Behavior Concerns- Staying on task can be a challenge for John. There are times in
which John chooses to play with materials at his desk (pencils, erasers, etc.), rather than
following the teachers instructions.

2.

Physical: John does not have any medical or sensory concerns. His gross motor
skills are progressing appropriately. John does need further improvement of his fine motor skills. It is
important that John develops a firmer grip while holding a pencil. He needs to gain more control over his
muscle movement as well.
B.

Students individual goals: As mentioned above, John has not been formally classified,
therefore, IEP goals are not currently in place. However, the informal goal for John is to increase
his number of responses while communicating with the teacher.
John is receiving speech therapy two days a week (based on the schools 6 day week
schedule). Each session is 30 minutes. While in speech, John will work on improving his
articulation skills along with feeling more comfortable speaking in front of others.
C. Current Placement and History of Services
1. Current Placement: Currently, John is in a general education Kindergarten classroom.
There are 19 students in the classroom, ranging from 5 to 6 years of age. There are not any
students in the classroom who have been classified with an exceptionality. The class is primarily
taught by the general education teacher, Mrs. Crowley-Browne. An ESL teacher is also present
from 9-12 on Monday and Thursday mornings. The ESL teacher works with one of Johns
classmates.
Parkdale Elementary is located in the village of East Aurora. This is a quaint village, with a
population of approximately 2,477 residents. Many residents are well educated; with a high

4
school diploma, or a higher education (bachelors degree). East Aurora is a safe town; with a low
crime rate.
2. History of Classification and Services: As previously stated, John has not been
formally classified. He has been in a general education classroom since beginning Kindergarten
in September of 2013. John was 5 years old when he first began receiving speech therapy.
E. What are the educational priorities of the learner and his/her advocate(s): One area of
concern is Johns development of verbal communication and articulation skills. At times, it is
troublesome for the teacher to assess Johns current level of knowledge. In the event that John
refuses to answer, it is difficult to determine whether or not John knows the information being
taught. Based on assessments Mrs. Crowley-Browne has been able to conduct, John is
progressing through the school year at an average rate and his teacher does not believe any
academic intervention is necessary. Johns current placement is not a concern at this point in time.
These priorities have been determined through extensive discussions with Mrs. Crowley-Browne.
F. What is the level of expertise with assistive technology on the part of the learner, the
teachers, and others who interact with the learner? John is very familiar with an IPad. He is
able to navigate and use the IPad with ease. Currently, Mrs. Crowley-Browne uses a few
instructional technologies in her classroom. The students complete activities on a number of
educational apps on the IPad. The classroom also has a Smart Board. The students participate in
interactive activities on the Smart Board. The Smart Boards document camera allows gives
students the opportunity to share or demonstrate their work with the rest of the class.
Johns teacher is familiar with the concept of assistive technology. She has a general idea of
the wide variety of assistive technologies available for students.
G. How receptive to having AT in the classroom are faculty and staff who are involved with
the student? Mrs. Crowley-Browne is the primary faculty member working with John. She is
very welcome to new ideas and seems quite receptive to the idea of having an assistive
technology in the classroom.
II. Analysis of the General Education Environment
A. Target General Education Class: See above.
B. What teaching and assessment methods are used most often by the general education
teacher(s) involved? Whole group instruction is used most often in the classroom. During whole
group instruction there is a great deal of time dedicated to discussion. When the students are to
complete an assignment (such as a page in their workbook) they work through the assignment as
a class. Students are expected to follow along and share their thoughts and answers. At times the
students also work in cooperative learning groups, while completing different skill building
exercises. The students are rarely assigned independent work.
Mrs. Crowley-Browne grades holistically. In a majority of cases the teacher administers oral
assessments. Students complete pages in their workbooks as well. These workbook pages do not
require a large amount of writing. Generally, the students are required to circle the correct answer
or match items.

C. What reading level is expected of students in this classroom?

5
1. As previously mentioned, reading assessments have not yet been completed. Mrs. Crowley
Browne expects that John will be a level 1 reader.
2. At this point in the school year, the priority is not yet on independent reading. The primary
focus at this time is identifying letter sounds and simple CVC words. The student participate in
buddying reading. During this time students read poems, nursery rhymes, or short stories that
they have memorized. Rather than decoding and reading words on the page, the students are
merely reciting what they have memorized. At this time John has not begun reading books
independently. Therefore it was not possible to complete a readability analysis.
D. What tasks are required for students in general to be active participants in this classroom?
There are a variety of tasks required for students to be active participants in the classroom.
Students must raise their hands to participate in class discussions. During discussions students
share their thoughts and ideas about different concepts. They also share their answers to questions
posed by the teacher. The students are also required to sit on the carpet during story time. They
need to quietly listen to the story. The lengths of the stories range from 5 minutes, to 20 minutes.
Students need to communicate and work with their seatmates (those students sitting nearest
them) at different points throughout the day as well. They work together to practice their spelling.
Students are also required to use a pencil to form letters and words.
E. What is the physical capacity of the classroom in regard to AT?
1. Is space available for AT devices? Yes. Mrs. Crowley-Browne has a large classroom. There is
an ample amount of open space in the room. There are many tables available for use in the
classroom as well.
2. Are electrical outlets available for AT devices that may need to be plugged in? Yes, there
are electrical outlets placed among the room. These outlets are easily accessible and allow for the
teachers and students to use electrical devices in many areas of the room.
3. Is wired or wireless Internet access available? Both wireless and wired Internet access is
available in the classroom.
4. Are any computers or tablets available for student use? There are five IPads available for
student use in the classroom. The students use the IPads for the educational apps. The IPads are
used occasionally. In most instances, the students use the IPads in groups during skill building.
Skill Building lasts for approximately 20 minutes.
5. Is there printer access? Is it in the classroom or remote? What platforms are supported?
Mrs. Crowley-Browne uses a laptop in the classroom. Her laptop does have printer access. This
printer is not located in the classroom. Any Mac or PC computer is compatible with the schools
printer, as long as it is connected to the schools internet network.
III. Access to the General Education Curriculum/Environment
A. What factors (including those analyzed in the previous sections and any others of which you
are aware) interfere with the learners participation and access to an appropriate education
in the general education curriculum/environment? Johns refusal to verbally communicate
with the teacher is interfering greatly with his access to an appropriate education. Although Mrs.
Crowley-Browne does collect a portion of written work from the students, a majority of the data
she collects is based on oral assessments. When John does not verbally respond, it is difficult for
his teacher to determine whether or not John is able to identify letters, sounds, numbers, and
words. It is also difficult for his teacher to assess his level of comprehension. At this point in
time, Johns writing skills are still developing. He is not yet able to write any lengthy explanation.
Therefore, the lack of verbal communication leads to difficulties for Mrs. Crowley-Browne; as

6
she attempts to gain a full understanding of Johns abilities. Without a complete understanding of
Johns abilities, his teacher is not able to tailor instruction to fit Johns strengths and needs.
Often times, during whole group discussion, John also refuses to communicate. He seldom shares
his thoughts and ideas with his classmates during these discussions. This disengagement is preventing
John from learning to participate in educational conversations, which he will likely experience many
times throughout his educational career.
As previously mentioned Johns behavior is a slight concern at times. John is easily distracted
during whole group instruction. Rather than following directions or engaging in the class current
activity, John often plays with the items on his desk. John faces the risk of missing out on learning
and falling behind on material because of this.
B. Of the interfering factors just described, what is the top priority for analysis/intervention
with the assistive technology plan, and why?
The top priority for analysis and intervention is Johns verbal communication skills. As stated
above, there are many occasions in which John refuses to verbally respond to Mrs. Crowley-Browne.
Due to Johns refusal to speak, it is a challenge for Mrs. Crowley-Browne to have an in depth
understanding of Johns abilities. Without this understanding, the teacher is not able to tailor
instruction to fit Johns strengths and needs. There is the chance that Johns refusal to speak will be
mistaken for a lack of understanding. This could lead to John being presented with material he has
mastered, time and time again, rather than being presented with new information that would be
appropriate for his level of understanding. It would be most helpful for John if this mistake could be
avoided.
The Unit 5-Student Performance Task Assessment displays this issue well. On this assessment
John was asked to read aloud ten CVC words. Out of the ten words, he read one word correctly and
one incorrectly. John did not give a response to the other eight words. At times like this, Mrs.
Crowley-Browne is not able to properly assess Johns current level of understanding. It is difficult to
determine whether John does not respond because he is unsure of the answer, or because he simply
does not want to respond.
IV. Recommendations:
A. Specific Device & Rationale:
1. Description: After evaluating the strengths, needs, and interests of John, the computer
software Board Maker is being recommended. This communicative device allows users
to create communication boards that display a variety of symbols and/or picture cues.
Each symbol/ picture cue represents a word. These symbols/picture cues can be
combined to create a phrase or sentence. At this time, John is at the beginning stages of
writing. He is able to write CVC words. However, he is not able to form complete written
sentences. As mentioned previously, John becomes easily frustrated while writing as well.
Therefore, written responses, rather than oral responses are not currently an option. With
the communication board, this program will give John the ability to respond to the
teacher through the use of the symbols/picture cues on the board, rather than verbally.
This is an option that John has not had before.
While using the program Board Maker, the user is able to create as many grids as
they would like. The user is able to put a symbol/picture cue in each section of the grid.
The program gives the user a variety of pictures to choose from, along with the option to
select what picture will represent each specific word. The user may print the grid and
physically manipulate the symbols to create sentences. The user also has the option to
create sentences on the computer. The user selects the symbols/picture cues they need (by
the click of a mouse) to create a sentence.

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A printer will need to be made available for the use of this device. The printer will
allow Mrs. Crowley-Browne to print the communication boards created on Board Maker.
The Board Maker software can be installed on both Macs and PC computers.
2. Device Details: How does the device measure up in terms of the following factors:
a. Reliability, durability, reputation of company: Based on user reviews, this
device is well liked. A review shared on Amazon.com stated that the company
has good customer service and the program is not only user friendly, but also
consist of a variety of universal symbols to choose from. A reoccurring complaint
was that a disk is required to install the software. Many new laptops do not have
a cd in drive. Without a cd in drive, this program cannot be installed. If for any
reason the software becomes uninstalled from the computer, it can easily be
reinstalled with the CD.
b. Trial/loaner period available, guarantee, warranty: Mayer-Johnson offers a
30 day free trial of the Board Maker software. All of the programs features are
available during this trial period. In the event that this program needs to be
returned, there is a 30 day money back guarantee as well.
c. Repairing/updating, insurance/maintenance agreement: There is a service
fee in the event that a lost or damaged CD needs to be replaced. There is a $75
charge to replace a lost CD and a $25 charge to replace a damaged CD. Upgrades
are available; however a fee does come with the upgrade. The upgrade fees range
from $179-$449 dollars. Upgrades are not essential.
d. Ease of use (understandability, fine/gross/visual motor skills needed, etc.):
This program requires the student to understand the meaning behind the symbols
being used. To use this device, the student will also need to control a mouse, or
be able to physically manipulate the different symbols (to create words and
sentences).
e. Appearance, portability, age-appropriateness, etc. Board Maker can be
installed on a laptop, which is very portable. The laptop can be carried from room
to room. If communication boards are printed and organized in a binder, the
binder can also be easily transported from place to place if need be. Both a binder
that carries the communication board and a laptop equipped with Board Maker
software would look natural in the classroom setting. Board Maker is
appropriate for a young child such as John. With the assistance of the symbols/
picture cues, students who are non-readers or beginning readers can easily use
the communication boards.
3. Cost:
Board Maker software- $399.00
Shipping (with an online purchase of $50.00 or more)-Free
Shipping (with phone purchase)-$10.00
Online training- free
Laptop (if the teachers choose to give John his own computer to work on)- Toshiba
Laptop, $279.99
Total- $ 399.00(online purchase) OR $409.00 (phone purchase) OR $678.99 (laptop
purchase as well)
1.

Alternative devices that you considered but are not recommending and why:
One alternative device considered was a low-tech tech communication board, Go
Talk. This device allows users to create up to five communication boards. Each board
consists of a number of symbols, each representing a different word. The user has the

8
option to have the selected symbols read aloud. Although this would serve as an
alternative to verbal response, it is not the best fit. As mentioned, the Go Talk is limited to
five communication boards. With Board Maker, users have the ability to create an
unlimited amount of communication boards. This will give Johns teacher the opportunity
to create not only communication boards that may be aimed towards daily conversations,
but also for boards that can be used for specific topics being discussed in class. Board
Maker will provide John with an endless number of ways in which he can respond.
The Proloquo2go was also looked at. This is an IPad app, similar to Board
Maker. Proloquo2go has a number of symbols that users may select to form phrases or
sentences. Although the app was well liked, it has been decided that the device is too
complex for John. There are a large number of symbols to choose from, which may be
too overwhelming for John. If there was a way to make a more simplistic display,
Proloquo2go would be highly recommended for Johns use.
5. How will the device increase access by the student to an appropriate education in
the general education environment? When, where, and how will the device be used?
John will use this device in the general education classroom while Mrs. Crowley-Browne
conducts oral assessments. John will use the symbols to form phrases or sentences, rather
than verbally responding to Mrs. Crowley-Brownes questions. An example of this is as
followed. After hearing a story, John would use Board Maker to respond to Mrs.
Crowley-Brownes comprehension questions. Mrs. Crowley-Browne may ask John what
the story was about. Rather than verbally responding, John will have the ability to
respond using a Board Maker communication board.
Mrs. Crowley-Browne continues to stress the ideas that it is very difficult to assess
Johns current skill level due to his lack of verbal communication. His teacher believes
John is progressing at an average rate, however she cannot be certain, since his responses
are inconsistent. In order for teachers to tailor instruction to meet each individual
students strengths and needs, it is crucial for teachers to understand the abilities of each
individual student. At this point in time, Mrs. Crowley-Browne is not able to gain a clear
understanding of Johns skill level. The use of Board Maker to create a variety of
communication boards will give John an alternative to verbal responses. When Mrs.
Crowley-Browne is conducting an oral assessment John will be able to respond in
phrases or sentences, using the symbols from Board Maker. It is predicted that this
alternate option will increase the number of response given by John. With an increased
number of responses, his teacher will be able to fully assess John and base instruction off
of these assessments. In turn, John will receive a more appropriate education that is
geared towards his skill level.
B. Skills and Training for Student
1. What current IEP goals (or other needs) are expected to be addressed by this
device? It is expected that this device will increase the number of responses John
provides his teacher with. As previously mentioned, there is a concern with Johns
communication skills. John frequently refuses to verbally respond to his teacher during
assessments. It is predicted that providing John with an alternative method of responding
will meet the goal of increasing the number of response John offers his teacher.
2. What new IEP goals, training (e.g., use of the device, updating, printing), or other
supports do you recommend, to facilitate the student's successful use of this device?
Be specific. If you feel none are needed, explain. John will require a small portion of
training when he begins using Board Maker. The teacher, or another adult, will need to
introduce John to the symbols/picture cues and the meaning behind each. One should

9
expect John to take a few days to familiarize himself with the different symbols/picture
cues. It may be helpful to allow John to be a part of the symbol/picture cue selection
process. If John is able to choose what symbols will be used for different words, it is
likely he will memorize the meanings of the symbols and pictures more quickly. In the
event that new symbols are added at any point in time (ex. symbols for a specific unit of
study), John will need to be introduced to and given some time to familiarize himself
with those new symbols as well.
If it is decided that John will interact with the symbols and create sentences on
the computer, further training will be required. John will need to be taught how to
navigate the program. He will need to learn how to find and select the different symbols
in order to create sentences. John will not be the individual printing communication
boards made on Board Maker; his teacher will be. Therefore training for printer use will
not be necessary for John.

C.

Evaluation: What quantitative and qualitative data should be collected to determine if

the device is an effective educational tool for the student? Be specific; provide an example
of each.
In order to assess the effectiveness of the device, both qualitative and quantitative data needs to
be collected. After a few weeks, and again after a few months, the teacher and student will be
interviewed, as a means of qualitative assessment. Their thoughts and opinions on the device will
be considered. It is important that both the student and teacher are pleased with the device and
view it as helpful. Questions may include: Does Mrs. Crowley-Browne see an increase in Johns
response rate? Does she think John seems more comfortable and willing to respond?, Has Mrs.
Crowley-Browne been able to gain a better understanding of Johns skill level? Does John like
using the device? Does he find it easy to use?). If the teacher and student do not express positive
thoughts about the device, a new device will need to be considered.
Quantitative measures will be taken as well. It is important that assessments that are taken
with the assistance of Board Maker are compared to those that were taken prior to the device. The
difference in the number of No Responses will be analyzed. If the use of Board Maker does
indeed lower the number of refused responses, the device will be considered effective.
D. Skills and Training Needed By Others
What specific knowledge and skills are needed by teachers or others involved with
the student? How might this training be provided? What might be frustrating at
first? (TIP: Consult with experienced users e.g., in an online forum or in person.)
The teacher and any other individuals working with John will need to learn to
work the program Board Maker. The Mayer-Johnson website offers a wide variety of free
online training opportunities. Visiting this website would greatly assist Mrs. CrowleyBrowne in understanding how to use the program, along with learning all of the features
that the program has to offer. When first creating communication boards on Board Maker,
the decision making on which symbols and picture cues to use for each word may be
frustrating; as it can be time consuming.
-What ongoing supports are needed (e.g., updating, scanning/creating digital text,
etc.)?
The teacher may find it useful to create communication boards for different
topics the students are learning about. This will give John a larger variety of responses to

10
choose from, which will be appropriate for what is being learned. It may be necessary for
the teacher to consistently update the communication boards with new vocabulary.
The teacher will need basic computer skills (turning on the computer, typing on
the keyboard, installing software) in order to use this program. They will also need to
learn how to navigate through Board Maker. This program is easy to use and with the
assistance of the online training, should not be troublesome.
D.

Exploration of Specific Funding Sources, including school and specific non-school

options. Do you think the device is needed for a free appropriate public education (FAPE)
in the least restrictive environment (LRE)? If so, the school has the first funding
responsibility.
It does seem that Board Maker is necessary for John to have access to the most appropriate
education. As mentioned previously, without an alternative means of communication for John, it
is difficult for his teacher to properly assess him. Without appropriate assessments, Mrs. CrowleyBrowne cannot create instruction that is appropriate for Johns strengths and needs. Although it is
believed to be necessary for his education, the school may not have the needed funds. To prepare
for this scenario, other funding sources have been explored.

Funding
Sources

Types of
devices/projec
ts funded

Who is
eligible
to
apply?

Small Steps in
Speech

Small Steps in
Speech
provides
grants that are
used towards
speech
therapy
sessions and
assistive
technology
devices.

Children
and
young
adults
(birthage 22)
are
eligible
for
grants.
These
children
and
young
adults
must be
U.S
citizens.
Any
public
school
in the
United
States or
District
of
Columbi
a is
eligible
to apply.

Donorschoose.o
rg

Funding can
be provided
for materials
needed for
any classroom
project.

Amount
Available
(e.g.,
average
award)
The
amount
varies.
When
completin
g the grant
applicatio
n, one
must
specify
the
anticipate
d cost of
therapy or
the
assistive
technolog
y.
The
amount
awarded
varies.
Once the
teacher
posts the
project
they need
funding
for a
number of

Application
deadline

Contact information (name,

address, phone, e-mail, web
address)

Grants are
given
throughout the
year. The
upcoming
deadline is
February 1st,
2014.
Applications
can also be
submitted by
other deadlines;
May 1st ,
August 1st , and
November 1st.

Address: Small Steps in Speech

P.O. Box 134
Collingswood, NJ 08108
Phone Number: 888-577-3256
Email:
info@smallstepsinspeech.org

Teachers may
post projects
they need
funded at any
time. The
teacher has 3
months to
receive all of
the necessary
funding. After
the 3 months if
the goal is not

http://www.donorschoose.org/ab
out

http://www.smallstepsinspeech.o
rg/

11
people
may make
donations
towards
the
project.
An
individual
person
may
donate as
little as
one dollar,
or much
more.

met, the post is

taken down.
However the
classroom/scho
ol is provided
with a gift card
or can use the
donations they
did receive
towards
another
product.