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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