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SETTS Background

The SETTS project was born out of a need to develop expertise with classroom teachers, enabling them to effectively utilize Assistive Technology (AT) resources within their classrooms. While there were training opportunities within the state and individual teachers were investigating the use of AT in their classrooms, there was no coordinated effort to reach into the classrooms in the West End Special Education Local Plan Area (WESELPA) with the valuable information about compliant practices and AT application.

The SETTS project was born out of a need to develop expertise with classroom teachers, enabling them to effectively utilize Assistive Technology (AT) resources within their classrooms. While there were training opportunities within the state and individual teachers were investigating the use of AT in their classrooms, there was no coordinated effort to reach into the classrooms in the West End Special Education Local Plan Area (WESELPA) with the valuable information about compliant practices and AT application.

Based on research of effective adult learning practices, a district-based capacity-building model was chosen. This resulted in 14 district representatives selected to provide a cross section of grade levels, types of disabilities served, as well as technology proficiency.

While the SETTS project began as a simple partnership of educational practitioners, it has now become an institution within San Bernardino County. It operates on minimal funding from the WESELPA to pay for substitute costs for four meetings per year. Team members have been resourceful in obtaining AT for students using their own classroom funds, Title I monies, and small grants.

Participating Districts Members are:

  • Alta Loma School District
  • Central School District
  • Chaffey Joint Union High School District
  • Chino Valley Unified School District
  • Cucamonga District
  • Etiwanda School District
  • Mt. View School District
  • Ontario-Montclair School District
  • Palm Springs Unified School District
  • Upland Unified School District

The team facilitators are:

During the first year, SETTS team members received training in legal guidelines for AT implementation, assessment, technology curriculum integration, assistive devices, software integration, and on line support resources. This served to establish each individual as respected experts in their districts. By the time they completed the first year of the project, sharing what they had applied with students as well as new innovations, they became a learning community of educators passionate about what can be achieved by students with special needs.

During the summer of the 2003 school year, the Don Johnston Incorporated, one of the largest and most respected national suppliers of assistive technology products, invited the SETTS team to participate in a three-day training at their corporate offices in the Chicago area. The team spent three days becoming proficient in the utilization of: BuildAbility (a multimedia program for early literacy activities), Start-to-Finish Books (high-interest, controlled vocabulary program for struggling readers), Co- Writer (word prediction, grammar and vocabulary support), Draft: Builder (written language support for organizing ideas, taking notes and designing the first draft), and Write: Out Loud (word processing program with speech feedback).

Upon returning to their classrooms this fall, SETTS members creatively accessed classroom funds and Title I monies to purchase programs and began to implement them with students. It was not long before students had increased access to the core curriculum and general education teachers began to see the benefits of these supports for students.

The majority of work accomplished by each SETTS member is provided on their own time with little reimbursement. Each year SETTS members develop a professional plan that articulates measurable outcomes for the year in each district. The goals for the 2003-2004 school year focused on implementation of the Don Johnston Incorporated materials in classrooms, expanding AT assessments, and providing classroom support as well as district trainings in low and high tech supports.