THE SETT FRAMEWORK – PART 1 - Weebly
SETT SCAFFOLD FOR GATHERING DATA
Collaboratively Gather and Analyze Information from a Variety of Sources
(use as many sheets as necessary to build shared knowledge)
|Student: Heather Beltz | Date: 10/4/17 |
| | |
|EXAMINING CURRENT CONDITIONS TO CONSIDER EDUCATIONAL NEED |
|STUDENT: |ENVIRONMENT: |TASKS: |TOOLS: |
|What are the student’s strengths and needs? |Classes and situations |What are the tasks that the student needs to |What AT or services will address these |
| |where help is needed? |be able to accomplish to meet IEP goals? |tasks? |
|Jack is a 4th Grade Student |The ratio is 1:16 in the classroom. |Jack will work on making at least one year’s growth of |Assistive Technology: |
|He currently reads at a second-grade level. |In a class of 16, three student |reading in the classroom. |Pencil Grips |
|He enjoys reading early 1st grade fiction books. |computers are able to be used. |Improve his ability to retell facts and information with |Graphic organizers |
|When using one of three computers, his |Mom tries to help at home, but |guided notes. |Speech recognition software |
|keyboarding skills are slow. |communication is hard between mom and |Will work on his fine motor skills to help improve his |Audiobooks |
|Handwriting is not the best and often illegible. |Jack. |writing. |Reading Assistant |
|Gets very upset when others cannot read his |Jack will often shut down if something |Improve his ability to make inferences within a text. |Guided notes |
|writing. |is too overwhelming for him. He needs |Improve his typing skills on the computer. |Sense-Lang |
|Has difficulty retelling facts, making |some form of assessment to help with |Improve attention span, especially when it comes to writing. |Text-to-speech |
|inferences, and remembering what was read to him.|communicating to others. |Improve his organizational skills and putting ideas on paper.|Digital pens |
| |Jack will also get upset if others | |Keyboards and touchscreens |
|Needs prompts and often some sort of guidance to |cannot read what he is writing. He |Improve communicating with others and having a voice. |Digital Textbooks |
|help get him started, but can often complete |needs help with handwriting skills. | |Slant board |
|tasks. |He is receiving 4th grade instruction | |Highlighter tape |
|Has trouble with generating ideas of what to |in the mainstream classroom. | |Post It notes |
|write and has difficult organizing his thoughts |Often will complete the work when | | |
|onto paper. |guidance. | | |
|Is not able to communicate with others well. |He needs help with completing work and | |Services |
|Has hard time generating his own thoughts, ideas |following instructions. | |Guided practice with Jack to make sure he |
|even when he has a scribe. |In the case study Jack does not receive| |is understanding skills and concepts. |
|Attention is a concern and becomes worse with |any type of aid according to the case | | |
|writing. This is a concentration issue. |study. | | |
|Does his homework most of the time if he | | | |
|understands it. | | | |
|Gets stressed very easily. | | | |
CIRCLE FUNCTIONAL AREA(S) OF CONCERN
UNDERLINE BARRIERS TO STUDENT PROGRESS
STAR SUPPORTS FOR STUDENT PROGRESS
© Joy Zabala (Revised 2005) PERMISSION TO USE GRANTED IF CREDITS ARE MAINTAINED SETT forms and additional resources are available for download at . Please provide feedback on effectiveness and suggestions for modifications/revisions by email to joy@
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