Maryland Assistive Technology Network
Johns Hopkins http://olms.cte.jhu.edu/9518
5 Step AT Consideration Process
Step 1: Review Present Level of Performance
Every IEP team begins the AT consideration process with a review of a student’s present level of
academic achievement and functional performance, including the role AT may have played in helping
the student perform during instruction and assessment. As student data are reviewed and areas of
need discussed, the team thinks about ways AT might help improve the student’s functional
capability.
Look at the student to identify:
 Functional areas of concern
 Barriers to success
 Strengths to apply or build upon
Ask: Has the student used AT?
 If yes, then look at the types of devices and/or AT services. Look for information about the
results, trials and their outcomes, and student satisfaction.
o Does the student still need these AT devices and/or services?
o Does the student need other AT devices and/or services?
 If no,
o Is there information that suggests that the student needs an AT assessment?
o Are there reasons why the student has not used AT? (Refer to the explanation in the
student’s previous IEP related to the decision not to require AT.)
Step 2: Review student's IEP goals and objectives
IEP goals are developed based on the skills and abilities a student is expected to gain in one year.
The IEP team examines the grade-specific curriculum and outlines the skills and functional abilities
the student must develop. Then, the IEP team develops goals for the upcoming school year that
reflect high expectations for achievement in the quality, quantity, and level of independence in the
general education curriculum.
Look at the student and relevant:
 State content standards
 School district curriculum
 Required assessments
Legally Defensible Reports Handout
Susan Simmons, Ph.D.
Maryland Assistive Technology Network
Johns Hopkins http://olms.cte.jhu.edu/9518
5 Step AT Consideration Process
Page 1
Step 3: Identify tasks to accomplish IEP goals across environments
Once IEP goals are developed, the IEP team must think about the specific tasks the student needs to
complete to achieve his/her goals and objectives. The student will complete the tasks in a range of
environments so the IEP team should think about challenges the student might experience while
completing certain tasks in different environments.
Look at the environment in which the student will be expected to work and participate to identify:
 The location and arrangement or configuration
 Special concerns
 Resources available (personnel/materials)
Identify the academic* and non-academic (e.g., positioning, behavior, daily living, etc.) tasks the
student needs to do to reach the IEP goals.
*Be sure to consider classroom-based and state assessments.
Step 4: Determine student's functional capability to perform tasks
The IEP team determines which of the required tasks may be hard for the student to complete at an
appropriate level of independence. Then, the team members consider effective supports or
supplements to the student’s skills and abilities to increase his/her likelihood of success.
Discuss the CRITICAL ELEMENTS of the tasks across environments and student’s functional
capability to perform them to identify the:
 Tasks that the student cannot accomplish independently
 Ways the task can be modified to increase participation
Legally Defensible Reports Handout
Susan Simmons, Ph.D.
Maryland Assistive Technology Network
Johns Hopkins http://olms.cte.jhu.edu/9518
5 Step AT Consideration Process
Page 2
Step 5: Identify appropriate supports and services, including AT
At this point in the Five-Step Consideration Process, the IEP team decides if the supports and
services needed include AT. All decisions result from the team’s analysis of the student's needs,
identified goals, and expected tasks, regardless of cost. A focus on independence is equally
important. While an adult scribe may adequately help a student with handwriting difficulties, the goal
is to provide tools and strategies that encourage high levels of independence in learning.

Based on the results of Steps 1-4, ask:
o Are there AT devices and/or services that could help the student participate and
progress in the general education curriculum and meet his or her goals?
o Does the student need an AT device and/or service to participate in nonacademic
activities?
o Can the student participate successfully without AT?

Brainstorm No/Low- to High-Tech TOOLS and STRATEGIES to complete tasks across
environments to identify:
o Options for overcoming barriers
o Ways to maintain critical elements of the required tasks
o The least complex solution that will remove the barrier

Discuss STUDENT and FAMILY input to identify preferences, expectations, and specifics
about the home environment related to use of the AT

Review any accommodations the student requires to participate in state assessments. Note if
any of these are AT devices. Review the state-approved list of assessment accommodations
and ask, "Are there any AT devices that the student requires to participate in statewide
assessments?"

Ask: Does the student need AT to progress in the general education curriculum with
appropriate independence?"
o If yes, select the AT devices and/or services on the IEP. Record the selected AT in the
textbox. Note: In some cases, especially when selecting a high-tech tool, it may be
necessary to conduct a trial. Documenting the team’s decisions about AT is critical in
the student’s IEP and describes the features of the tool(s) required rather than identifies
a specific tool or software program (i.e. text-reader vs. Kurzweil 3000). Clear IEP
documentation helps future teams understand the needs of the student and effective
tools to use
Legally Defensible Reports Handout
Susan Simmons, Ph.D.
Maryland Assistive Technology Network
Johns Hopkins http://olms.cte.jhu.edu/9518
5 Step AT Consideration Process
Page 3
Legally Defensible Reports Handout
Susan Simmons, Ph.D.
Maryland Assistive Technology Network
Johns Hopkins http://olms.cte.jhu.edu/9518
5 Step AT Consideration Process
Page 4