ATCAT Instrument 2012 1

Student: ____________________________
Date: ______________________________
School: ____________________________
ATCAT
@2012
Access To Curriculum Assessment Tool--
ATCAT--
Instruction Format
Jolando, @2012, Minneapolis, Minnesota
1
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
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
ATCAT
@2012
Wednesday, April 4, 2012