8/14/2019 Consumer Guides for School Administrators and Ed Tech Vendors

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We are aligning our entirecurriculum to the state standards.How can I determine whichtechnology products will supportthese efforts?

With so many technologies on themarket, selecting the right productsand integrating them into theclassroom can be a mystery. Plus,each time our department acquiresnew technologies, the staff needs tobe trained.

Because of NCLB, our district isemphasizing the need for productsthat are supported by scientificallybased research (SBR). How can Iensure that legitimate SBR exists tosupport the efficacy of products thatour district is interested inpurchasing?

Budget cuts and changes in outside financial support have made paying for technologies difficult. What aresome alternative sources of fundingand technology?

How can I address the adequateyearly progress (AYP) requirementsof NCLB and still ensure that

instruction for students withdisabilities is individualized so thatthey can receive specially designedinstruction?

Ask the standards leaders in your state whether they have anyguidance on aligning technology products and classroomcurriculum.

Consult your curriculum coordinator for guidance on aligningstandards to technology products.

Consult with colleagues about how they have aligned standards toparticular products.

Contact your local education agency (LEA) assistive technology(AT) resource center for guidance.

Contact your LEA curriculum department for a list of technologyproducts that address state and agency standards.

Request training from your LEA AT resource center to helpteachers use devices and integrate them into the existingcurriculum.

Refer to technology-focused resources for guidance, such aswww.TechMatrix.org and journals including Journal of SpecialEducation Technology, Closing the Gap, Special EducationTechnology Practice, Teaching Exceptional Children, and ATIAOutcomes and Benefits Journal.

Refer to curriculum development resources for guidance, such asACLD, subject area journals, and literature on differentiatedinstruction.

Make certain that the research you use to make decisions hasbeen conducted by unbiased investigators.

Consider initiating or participating in studies that test a productseffectiveness.

Consider low- or mid-tech devices that can meet the needs ofstudents with lower purchase and maintenance costs.

Collaborate with other departments and other agencies to reduceunnecessary spending by eliminating duplicate purchasing.

Take advantage of trial periods to ensure that technologies meetthe needs of students.

Apply for grants from your local school district, state, and foundations to purchase technologies.

Work with your instructional technology coordinator to identifytechnologies with universal design features that address the needsof students who do not have an identified disability but could

benefit from the support offered by the devices. When considering a computer-based curriculum for general

education students, inquire about the level of compatibility withadaptive technology so that students who use such devices canalso have access to and benefit from the curriculum.

Look for innovative solutions that have been used to enhancestudent achievement at www.cited.org, the QIAT listserv, andwww.google.com/educators.

Do you provide ongoing support in aligning products to curstandards? If so, what does this support consist of?

Can you provide me with references to clients who have aliyour product to curriculum standards?

Can you give me a specific list of the topics that your produaddresses so that I can create the alignment to specific stan for my agency?

What types of individualized and group training do you offeteachers and students use your products?

What types of support do you offer for integrating your prointo the classroom?

Do you offer an extended support plan that will provide tecassistance to our school after the products have been purch

Can you provide SBR that supports the efficacy of your pro Can you provide research that guides the implementation o

products to maximize student outcomes? Who conducted the research to test your products? In what setting was the research conducted? Which journals have published findings about your product What current research activities are you engaged in and for

purpose regarding the technology we are considering?

Are your products being used in our school or district? Do you have try before you buy options so that we can te

your products before purchasing? Is your company engaged in research activities that offer

opportunities to participate in exchange for free or reducedproducts?

Does your company offer discounted prices to underfundedschools?

Does your company offer discounted prices for volume purc What is the most cost effective way to purchase what we ne

our school/district over time?

How will you help our schools determine which products anservices best meet our specific needs?

How do we embed your products with our curriculum to he

our students achieve? What universal design features does you product include? Which of your products are compatible with adaptive equip

such as screen-readers and alternative input devices?

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HELP! GETTING STARTED QUESTIONS TO ASK VENDORS

Buying Assistive and Learning TechnologiesUse this decision support tool as your one-stop source to become an informed consumer of assistiveand learning technologies. Find questions and solutions to move through the decision-making process.

Developed by the National Center for Technology Innovation and the Centerfor Implementing Technology in Education in collaboration with AbleNet, Inc. Go to the source at www.techmatrix.org

8/14/2019 Consumer Guides for School Administrators and Ed Tech Vendors

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Marketing Assistive and Learning TechnologiesUse this decision support tool to navigate the shifting demands of the educational marketplace.Understand the concerns of decision-makers and find solutions to effectively meet the needs of your clients.

Im hearing from educators thatthey are under increasing pressureto align curriculum with statestandards. How can I address thecurricular standards of my clients?

In follow-up conversations withclients, Im learning that someclients do not integrate products

into the classroom effectively. Howcan I help clients maximize mycompanys products?

Since the implementation of NCLB, Ihave noticed an increase inrequests for scientifically basedresearch (SBR) to support theefficacy of my companys products.Where can I find examples of SBRand what are some strategies forconducting SBR with our products?

Potential clients express greatenthusiasm about our companystechnologies. However, regardless ofthe benefits, many districts arelimited by their budget. How can Imarket my products to potentialclients with limited resources?

Potential clients appear to be less

concerned about meeting theindividual needs of students asmandated by IDEA and moreconcerned about helping allstudents make adequate yearlyprogress (AYP). How can I helpthem find a balance between thetwo pieces of legislation?

Assess your products to determine how they help students achievethe state standards/alternate standards in regions in which you dobusiness. Consider explicit alignment with standards or otherpublished core curricula as a database feature.

Clearly demonstrate/specify the links between your products andyour clients curriculum standards at all levels of theschool/district. Administrators and teachers have very differentinformation needs.

Publish information about the efficacy of your products on yourcompanys Web site to demonstrate how particular products havesuccessfully helped students meet standards.

Make your clients local education agency (LEA) assistivetechnology (AT) resource center aware that your companysproducts have been acquired by a school or district. Offer

guidance for effective implementation. Ensure that the LEA understands the needs that your products fill

and knows how to get the best results with them. Provide clients with case studies and multiple scenarios to

demonstrate how your products have been appropriatelyintegrated into the classroom setting.

Refer to resources for guidance, such as the www.TechMatrix.comand journals including the Journal of Special Education Technology,Closing the Gap, Special Education Technology Practice, andTeaching Exceptional Children.

Partner with reputable researchers to design and execute studiesto test the effectiveness of your products. Consider the NCTI Techin the Works competition for support.

Engage potential clients in research activities to test yourproducts effectiveness.

Promote product features that benefit both students withdisabilities and students who are struggling learners. Productsthat meet several needs may be supported by various fundingsources within a district.

Promote how the products help clients meet the needs that are mostcritical to them at the moment. Sell value versus product features.

Ensure that your marketing and sales staff are up to date on themandates that are driving purchasing decisions and that they helpyour clients achieve student progress.

Offer discounted prices for volume purchases.

When applicable, market products as having the potential to

address the needs of students who do not have documenteddisabilities but could benefit from the support offered through thedevices.

Make certain that any computer-based curricula targeted towardgeneral education students are compatible with adaptivetechnology so that students who use such devices can haveaccess to and benefit from the general curriculum.

Which standards are most challenging for your students to m What strategies have you implemented to help students mee

these standards? What is working and what is not? What features/benefits in technology products are you look

to help your students meet standards? Will you require ongoing support to help your staff understa

technology provides access to achieving the standards for sstudents?

What type of individualized and group training has your stareceived in the past? What approaches have been effective,which instances have you experienced challenges?

What type of support do you feel that you need to integrateproducts into the classroom?

Does your LEA have designated staff to offer training anddisseminate information throughout the district?

How is SBR used to inform your purchasing decisions? In what format is SBR best received by you and your collea

(journal articles, white papers, presentations)? Would your district be willing to partner with our organizat

engage in ongoing research activities? Note: It is critical foorganization to have qualified research capacity in place bepartnering with schools or districts.

How many people will be involved in the purchase decisionare their top priority needs, and what is the urgency of solvthose needs?

How many students will you need to serve with your budgespecial needs are you attempting to meet?

Have you applied for grants offered through your district, ystate, or foundations to purchase technologies?

What are the sources of funding and who are the decision-minvolved in purchasing technology for general and specialeducation students?

Is your existing general education technology compatible w

adaptive equipment? What type of adaptive equipment do your students with spe

needs already use? Has your district considered a universal design for learning

approach to bridge the gap between the needs of your genespecial education students?

How does the mandate to consider AT in the individualized educprogram (IEP) process factor into your purchasing decisions?

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HELP! GETTING STARTED QUESTIONS TO ASK CLIENTS

Developed by the National Center for Technology Innovation and the Centerfor Implementing Technology in Education in collaboration with AbleNet, Inc. Go to the source at www.techmatrix.org