ATCAT Instrument 2012 1

ATCAT 

@2012 

Access To Curriculum Assessment Tool-- 

ATCAT-- 

1. Instructions 

Jolando, @2012, Minneapolis, Minnesota 

Diane Joseph, djoseph@isd12.org or dianejoseph@comcast.net, 

Sherry Landrud, sllandrud@district287.org or slandrud@hotmail.com; 

Jane Dorn, Jane.Dorn@anoka.k12.mn.us 

1 

1. Instructions 

! a. Instruction Format 

! b. ATCAT overview 

! c. Student Summary 

2. Parent 

! a. Scoring Percentiles--Parent Individual 

! b. Graphing--Parent Individual 

! c. Calculating--Parent Strands 

3. Speech & Language Clinician 

! a. Scoring Percentiles--Speech & Language Clinician Individual 

! b. Graphing--Speech & Language Clinician Individual 

! c. Calculating--Speech & Language Clinician Strands 

4. Deaf & Hard of Hearing Teacher 

! a. Scoring Percentiles--Deaf & Hard of Hearing Individual 

! b. Graphing--Deaf & Hard of Hearing Individual 

! c. Calculating--Deaf & Hard of Hearing Strands 

5. General Education Teacher 

! a. Scoring Percentiles--General Education Teacher Individual 

! b. Graphing--General Education Teacher Individual 

! c. Calculating--General Education Teacher Strands 

6. Special Education Support 

! a. Scoring Percentiles--Special Education Support Individual 

! b. Graphing--Special Education Support Individual 

! c. Calculating--Special Education Support Strands 

7. Student 

! a. Scoring Percentiles--Student Individual 

! b. Graphing--Student Individual 

! c. Calculating--Student Strands 

8. Summary paperwork 

! a. Percentiles Individuals A-J--All Participants 

! b. 6 Strand Percentages, All Participants 

! c. Graphing all Participants’ 6 Strands

Student: ____________________________ 

Date: ______________________________ 

School: ____________________________ 





Instruction Format 


1 




Instrument Format 

1. The ATCAT instrument is divided into 7 

evaluator instruments (parent, student, general 

education teacher, special education support, 

speech & language clinician, and deaf and hard 

of hearing teacher). 

2. Each evaluator instrument consists of 

corresponding scoring forms (scoring, charting 

all participants, percentiles summary, 

calculations, graphings, and summary 

percentages). The page numbers for those 

data collection forms appear on the chart to the 

right. 

3. See flow chart of how those scoring forms 

are used on next page. 

Instructions 

1. Decide which instruments to administer (parent, student, special education support, general education teacher, speech & language clinician, and DHH 

teacher). Not all instruments need to be given for each evaluation. For example, when writing a new IEP, the case manager might have the student fill out the 

student instrument, and possibly get information from one other evaluator, like the parent. The case manager will evaluate which forms will give the most 

needed information. In all cases, the writers of this instrument feel the student version should be an interview with the student, to capture all the information 

desired, and to initiate the necessary conversations needed to capture important information. The entire set of instruments will result in a 

more comprehensive update of the student’s access to the curriculum--several evaluators completing their instruments for a 3 year re/ 

assessment, for example. The team should look at the student and their particular strengths and needs when deciding which instruments to 

Great! use. 

4 

3 

Good 

2 

Okay 

1 

So so 

0 

Not good 

2. Instruct evaluators to circle the appropriate response for each item (see example at left). Evaluators should complete only the items that 

they feel are appropriate for the student. All remaining items should be evaluated as being one of 5 responses (not good, so so, okay, good, 

and great!, or as noted on that particular item). 

3. When completed, each instrument is scored, graphed, and summarized on corresponding pages of this instrument. See the chart above 

for the corresponding scoring pages. 

4. The ATCAT instruments will give scores, expressed in percentages for (1) the individual strands on each individual evaluator form and (2) 

percentiles to compare composite strands of Communication, Curriculum, Participation, Social, and Accommodation. 

8 Sections--Where To find Forms 

Evaluator Parent Speech & 

Language 

Clinician 

Deaf & 

Hard of 

Hearing 

Teacher 

General 

Education 

Teacher 

Special 

Education 

Support 

Student 

Instrument 2 3 4 5 6 7 

Scoring 2 3 4 5 6 7 

Graphing 2 3 4 5 6 7 

Calculating 

Strands 

Individual 

Summary 

Format A-J 

All Participants 

6 Strand 

Summary 

Percentages 

All Participants 

Graphing All 

Participants 

2 3 4 5 6 7 

8 8 8 8 8 8 

8 8 8 8 8 8 

8 8 8 8 8 8 

Jolando’s ATCAT 2 



Wednesday, April 4, 2012





ATCAT Overview 


1 




Instruments Scoring Graphing Individual Instruments 

Assessment 

Re-assessment 

IEP development 

Charting 6 Strands 

for All 

Participants 

Calculating Strands 





Student: ____________________________ 

Date: ______________________________ 

School: ____________________________ 





Student Summary 


1 




Student Information 

Student age level 

Disability 

categories 

Hearing status 

Hearing 

__Preschool 

__Lower elementary 

__Upper elementary 

__Middle School 

__High School 

__Transition 

__DHH 

__Deaf Blind 

__Visually Impaired 

__EBD 

__Speech & Lang. 

__LD 

__OHI 

__DCD 

__ASD 

__DD 

__PI 

__TBI 

__Conductive 

__Sensorineural 

__Unilateral 

__Auditory Neuropathy 

__LVAS (Large Vestibular Aqueduct Syndrome) 

__Cochlear Implant 

__Hearing aid(s) 

__Mild 

__Mild-Moderate 

__Moderate 

__Moderate-Severe 

__Severe 

__Severe-Profound 

__Profound 

__Sloping 

__Cookie bite 

__Notched 

__High frequency 

__Low frequency 

__Other: __________________________________ 

Evaluator 

Instruments 

Check if instrument 

included in ATCAT 

evaluation 

Minutes per week 

educational staff 

evaluator sees 

student 

The purpose of this instrument is to explain the student’s access to the general education curriculum. The instrument is 

important in explaining how the student has been impacted at school because of their hearing loss (and other disabilities that 

might exist). In describing that access, you also describe the student’s communication, access to the curriculum, their 

participation, their social skills, and the accommodations that are available and needed for the student. 

Purpose of 

instrument 

Use 

Check 

appropriate 

purpose 



Parent 

Initial 

assessment 

Minutes of Service 

Speech & 

Language 

Clinician 


ATCAT-- Instruction Summary 

3 year reassessment 

Deaf & 

Hard of 

Hearing 

Teacher 

General 

Education 

Teacher 

IEP update, Writing 

educational plan, 

PLEFP & 

accommodations 

Special 

Education 

Support 

Probe 

Student 

Other: 

Educational __Mainstream 

programming __Resource 

__Self-contained 

__Residential

ATCAT Instrument 2012 1

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