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SETT Framework: Middle School

Third Presentation in the sequence: Used with senior level students. This presentation is an example of what the SETT framework should look like in context.

Holly Brinker

on 2 November 2017

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Transcript of SETT Framework: Middle School

Holly Brinker
Tech Team
Fall Sem. 2014

SETT Framework: Middle School
: Environment
T: Tools
: Task
: Student

SETT Framework
Holly Brinker:
Back story

Struggled with reading, writing, and proper placement of letters and words in early years of education.
Misdiagnosed with ADD before attending elementary school.
Continued to be challenged with spelling and reading, falling dramatically behind her peers, until inquiry was made in the spring of 2003 concerning her current diagnosis.
Correctly diagnosed with dyslexia in the winter of 2003; she was in fourth grade.
Read first chapter of a "chapter book" independently in the sumer of 2005.
The student's current grade on a 4.0 scale is:

Reading Recognition
: 2.8
Reading Comprehension (Decoding)
: 2.8
: 2.5

At this time the student specifically stuggles with reading. Due to this difficulty her reading is slow. As a result, she poses a problem with decoding.
Holly Brinker
The student's reading level, decoding skills, and spelling ability need to improve.
The student's special needs include assistance with reading test material and text book/novel assignments, editing help with written assignments, and help understanding the meaning of given tasks.
Holly does not struggle with accessing physical resources (working a computer or asking for assistance from staff).

However, she does have issues with completing assignments using
instructional tools
because of her struggle with reading. If she has to do such tasks independently, it can take her up to triple the time of her classmates.
Holly has an overall positive attitude even after having continual difficulty with reading during class.

Holly is expected by her family and teacher to do her best and to fight to improve. They understand that frustration is natural, but they want her to find solutions to her difficulties instead of dwelling on them.
: In most of her general education classes, the desks are put in rows. Holly requires no specific seating assignment.
: In her different classes, teaching is done in both large and small groups. Time for independent work is also included.
Currently, almost all of the general education classes Holly attends are equipped with smartboards, overhead projectors, lined paper, proper writing utensils, and access to computers when teachers see fit.
Supports available to both the student and the staff at her school include the following:
basic online softwares (books on tape)
access to individual rooms for one-on-one teaching
luxury of time (in moderation) so that the students feel comfortable with the material they are learning and understand it as much as possible

Attendance to all mandatory academic classes
Skills/LRC class
All students, encluding Holly, participate in the above classes besides her IEP specific LRC class. She was placed in this environment beginning her first year in grade school and will remain there until deemed not necessary.

Mastery of IEP goals:
Specific tasks occuring in classroom environment
Required Activities:
specific tasks in classroom environment(s)
Independent reading assigments from textbook(s)/ assigned novels in literary classes.
Weekly spelling lists
Papers and written, in class, essay tests.

The critical elements of these tasks are reading, use of spelling, and decoding skills.

Unique Assistance:
Holly is provided the option of either having someone read her her textbook /novel assignments or given the opportunity of extended time to read independently.
Holly is given extended time to complete her spelling tests and is often given a shorter or different set of words than the rest of her class. In some cases, her tests are canceled altogether depending on the situation.
Extended time is always provided.
These elements of Holly's education allow her to grow in needed areas while still giving her access to the support she needs.
Options for Technologies
No Tech
Practicing spelling with flashcards
Use of tactile objects (scrabble pieces)
Low Tech
Using thin, clear colored sheets when reading
Highlighting selected aspects of text with highlighters
Mild Tech
Voice Dream
NaturalReader Computer Software
High Tech
Learning Ally
Dragon Naturally Speaking
How These Technologies Will Be Used For Holly
colored, see-though reading strips
will be used to assist Holly while she is reading in her gen. education classroom(s). They will allow her to remain focused on what she is doing and retain as much knowledge as possible without being confused by the amount of information on a page.

software will be used specifically for Holly's homework assignments to supplement for her reading difficulties. These technologies will allow her to gain independence and begin cultivating important skills for managing her disabilitiy in the future.

ipad app will be an application that Holly can use in her LRC class during school. With this subscription, she can practice spelling, punctuation, and word choice on her work and assignments. Also, Holly can use Grammerly or similar applications at home to practice achieving her accademic goals.
Where The Technologies Could be Used
Holly can use these technologies in her general education classroom, during her Learning Resource Center (LRC) time, and at home to improve her spelling and reading skills. She will be able to use these technologies while other students are working independently or while she is being assisted by an adult.

Technologies Explained
Colored Reading Sheets
: These see-through tools can be made at home and in any size. The purpose of this tool is to help students get specific, clear meaning out of the sea of black and white text. Using different techniques, this tool can be used with students of all ages in any subject.
Importance of Technology
In Holly's case, the use of different technologies would allow her to access the gen. education curriculum with greater ease. Overall, the use of a variety of technological tools will enable her to begin creating personal learning strategies that will stay with her for the rest of her life.

Forms of Useful Technologies:
Books on tape
Structured reading tools
Basic spellig games
Technology: Best Fit for Student
The use of
colored reading strips
Learning Ally
, and the iPad app,

would be the best fit for Holly's needs at this time.
Learning Ally
: This is a privately funded database of thousands of audio books designed for students who have hearing, reading, or other learning impairments. With documented proof of a disability, $100 dollar subscription, and an option to download their iPad or iPhone app, users have countless textbooks and novels at their disposal.
Technologies Explained [continued]
: NaturalReader is a downloadable reading software. This program can read highlighted material (with a variety of voices), turn selected text into a digitally recorded audio file, save text as a document on a computer, and perform countless other tasks. The purpose is for users to have the freedom of having almost any digitial file read to them without the need of another person.

Will be further explained in class...
Holly is a student who struggles with basic, fundamental aspects of learning and can be greatly benefitted by technologies that target her reading, spelling, and decoding challenges.
Your Assignment
Technologies Used
Accessibility features on your own computer
Screen readers
LibriVox - audio books
Co Writer/Write Outloud
Learn technologies
Both members must be proficient in using the technologies.
Teach your student how to use the technologies.
Record your teaching for assessment purposes (Do not video tape. Only audio).
Share what you learned from this experience.
You will work in groups of two to learn the different technologies and use them with CASA/Upward Bound students.
Full transcript