1. Using SETT to Assess and
Implement
Karen Kroll

2. Part I - Gathering Data and
Making Decisions

3. S - The Student
•What are the areas of instructional concern?
•What are the student’s current abilities?
•What are the student’s areas of need?

4. Sarah
Description:
• 5th grade student
• female
Problem:
• math sheets are hard to decipher
Needs:
• new strategies for speed and legibility

5. Questions
1. How does Sarah learn best?
2. Does Sarah have an issue with
focusing/distractibility?
3. Does Sarah have problems with math
skills/facts?
4. Is Sarah motivated? Does she “like”
math?

6. Find Out The Answers
1. Identify Sarah’s learning style.
2. Talk with Sarah’s other teachers. Is she
having legibility and speed problems in
other subjects or just math? Does she appear
to be focused in other subject or just math?
3. Test Sarah orally for knowledge of math
facts. Determine if problem is content/skill
based or a handwriting issue.
4. Talk with Sarah. Does she “like” math?

7. E - Environments
•What are the significant characteristics of
the student learning environment?
•What materials and equipment are students
and teachers using?

8. The Learning
Environment
Assumptions:
• Sarah is in a 5th grade classroom where students sit in
chairs at desks.
• Students work independently, in small groups and at
learning stations.
• Sarah uses a pencil and writes on worksheets and in a
workbook for math. Sometimes she uses manipulatives
such as: rulers, counting blocks, multiplication charts and
sometimes a calculator.
• The teacher may use an overhead projector, white board or
chalk board to present lessons.
• Occasionally the teacher and Sarah will use the computer.

9. T - Tasks
• What are the instructional expectations for
all students in the learning environment?
• What specific learning tasks are essential in
the student's achievement in this instructional
environment?
• Where are the gaps between students
performance and instructional expectations?

10. Instructional Expectations
• Sarah has the same instructional expectations
as her peers.
• She must show proficiency in age appropriate
basic math skills such as: addition,
subtraction, multiplication, division, whole
number and fraction operations, simple
geometry and basic word problems.
• She must complete her work legibly and in a
given amount of time (time tested).

11. Specific Learning Tasks
• knowledge of math concepts
• legibility
• organization
• completion in given time

12. T - Tools
1. What tools are being used currently to
support the student?
2. What additional tools does this student
require to perform in this environment?
3. What strategies might be used to motivate
the student’s performance?
4. How will these tools provide an equitable
learning environment for the students in
meeting learning outcomes?

13. Tools
Assumption: Currently Sarah is using paper and
pencil to complete math activities.
Additional Tools May Include:
• Intellitools Math - an interactive problem-solving
tool with onscreen manipulatives.
• MathPad - an electronic number processor for
students who have difficulty doing math with
pencil and paper.

14. Tools Continued
• Number Concepts 2 - • MathLine - an actual
Students travel to math line that can be
the land of ice and held and manipulated
snow where polar by a wide range of
students. Move the
friends Penn and rings down the line to
Gwen help them see how numbers
master skip represent size and
counting, place quantity
value and factoring.

15. Tools Continued
• Built In Grips - Some
students can more easily
grasp and hold pens, pencils
or markers if they're built up
and made larger.
Teacher Productivity Tools
• Arithmefonts
• Math Companion

16. Tools Continued
Tools for Sarah
• improve manipulation of pencil (grips)
• improve organization of work (calculator,
MathLine, graph paper/spread sheet
• increase speed and accuracy of work

17. Tools Continued
Tools for the Teacher
• provide more practice opportunities for
Sarah (software to make quick/easy
worksheets)
• provide easy ways to create worksheets that
will help Sarah to be more legible
(spreadsheets to help Sarah align her
numbers)

18. Strategies
• Motivation - computer based activities makes the
task seem “fun” and more interesting. Lessen
Sarah’s workload. Less is more theory. Have her
complete 10 problems instead of 20.
• Legibility - use of graph paper/spreadsheets to align
numbers, use of pencil grips to help Sarah develop
more comfortable hand writing form
• Speed - Use Software or the MathLiner to help
Sarah learn her math facts better to improve speed.

19. Part II - SETT
Implementation Plan

20. Human Resources
and Their Roles
• Classroom Teacher -
• Design and implement lessons that increase
student learning.
• Accommodate students based on their needs and
abilities.
• Adapt the learning environment in which students
learn.
• Interact with colleagues and discuss areas of
student strengths and weaknesses.

21. Human Resources
and Their Roles
• Special Education Coordinator-
• Observe the student in the classroom
environment.
• Provide input and feedback for the teacher
to increase student learning.
• Tutor and monitor student learning on a
one-on-one basis.

22. Human Resources
and Their Roles
• Technology Specialist –
• Research and identify technology to accommodate
student needs.
• Test the selected technology to determine
compatibility with current school technology.
• Allocate funds to purchase new technology.
• Train and support the teacher during the
implementation of the new technology.

23. Time Line For Intervention
Part 1- Legibility
Intervention-
• Place the Built in Grips on Sarah’s
pens/pencils.
• Create new worksheets designed to
organize Sarah’s writing.
Timeline-
Monitor and critique on a weekly basis.

24. Time Line For Intervention
Part 2- Calculation
Intervention-
• Teach Sarah how to use the Mathline
device, then Mathpad.
Time Line-
• Allow Sarah 1-2 weeks to learn how to
properly use each device.
• Then allow Sarah to choose which device
she will need to complete her activities.

25. Time Line For Intervention
Part 3- Interactive Software.
Intervention-
• Integrate Intellitools and Number Concepts into
the curriculum.
Timeframe-
• Evaluate the curriculum and determine 4-5 days,
each month, for the whole class to use the
software.
• Facilitate and monitor Sarah’s learning each time
that she engages with the software.

26. How Will The Teacher use the
Tools and Strategies to Support
Sarah’s Performance?

27. • Intellitools and Number Concepts 2 will be
used to motivate and engage Sarah.
• Mathpad and Mathline will be used when
calculation is necessary.
• Built in grips will be placed on Sarah’s
pencil to increase legibility.
• Arithmefonts and Math Companion will be
used to create practice worksheets and
increase organization.

28. What Training Will The Student
and Staff Need?
Staff Sarah
• Software training for • MathLine training
teacher productivity • Use of graph paper
tools • Use of pencil grip
• Computer training (if • Use of
needed) software/computer

29. How Will the Effectiveness of
This Intervention Be Measured?
• Pretest
• PostTest
• Work Samples
• Interview with Sarah
• Report Card Grades/State or County Testing

30. The End.
• Does anyone have questions at this time?