Assistive Technology Outcomes Evaluation (please number the pages)

SBU Evaluator: Nicholas Perillo

Contact Information: 516-426-5208

SBU Professor: Dr. Diana Lawrence-Brown

Contact Information: 716-375- 2165;
dlawrenc@sbu.edu

I. The Learner:
A. Background (3 pts)
1. Students name (or pseudonym, based on parental preference): Lindsey
Attach referral form.
2. Date of birth, age, grade level (if the student is in an ungraded class, base grade level on his/her
chronological age): Lindsey is 7 years old and is in first grade.
3. Reason for referral: This student is performing below grade level in reading comprehension. She
also does not have any form of assistive technology currently in use and the staff thinks it could be to her
assistance.
4. Instructional reading level (grade level, unabbreviated name and administration date of IRI results
(Independent, Instructional, and Frustration levels) or standardized reading test (report standard scores and
percentile ranks). If unavailable, you may use the teacher's estimate. In either case, provide the source of the
information:
Lindsey is in first grade and is struggling with reading comprehension. The test scores were unavailable so I
asked the teacher for her instructional level of reading. Lindsey is below grade level in reading. She has trouble
with sight words but can recall with frequent repetition. She can also recall some facts after having a story read
aloud to her. She often gets frustrated with comprehension exercises but enjoys using technology.
5.. Student's IQ Score: ______ Name and date of intelligence test:
[If the student has not had an IQ test, provide your best estimate (as below) and explain how you arrived at your
estimate, e.g., conferred with teacher, observation of student, etc.]
Estimated IQ:
___ Average Range (IQ 70-130). Some find a further breakdown helpful: Low Average: 70-85;
High Average: 115-130

___ Intellectually Gifted (IQ above 130)

__x_ Mild Intellectual Disability (IQ 55-70)
___ Moderate Intellectual Disability (IQ 40-55)
___ Severe Intellectual Disability (IQ below 40)
Comments:
6.. Type/level of exceptionality (e.g., from IEP): Lindsey is classified as having a Learning Disability.
She is in a general education classroom but is pulled out twice a day for special education services. She is very
quiet and shy as well.
7. Family/cultural information. Include primary language/cultural background, nation or continent of
family ancestry (e.g., European-American, Native American, African American, etc.), socioeconomic status, etc.
Lindsey is a white European American student with two working parents. Her primary language is English. She
has two working parents one of which being the school special education teacher. Having her mother a few
rooms down can be very helpful for her.
B. Students present levels:

1. Complete and attach the relevant WATI section checklist(s) for the priority area identified in the
referral, e.g., writing, reading (includes spelling), math, learning and studying, etc. Use this to help you
refine your understanding and descriptions of the student's abilities (below and throughout the report). If
there appears to be no WATI checklist that is relevant to the priority interfering factor, see me right away.
(4 pts)

2. Academic (5 pts): Use the WATI, observations, interviews, record and work sample reviews, and other
formal or informal assessments to complete the table below.
Subject Area

Interests &
Preferences

Strengths:
Specific
skills/concepts
that the student
has achieved
She tends to
comprehend
books that
interest her
better then
those that dont.
She can spell
some tough
names of
Disney
characters.

1. Reading (at least

decoding and
comprehension)

Disney
Princesses

2. Writing (spelling
and composition
skills)

She enjoys
working with
things that
interest her.

3. Math

She likes
working with
addition from 120

She grasps the

numbers 1-20
and understands
addition.

4. Science, Social
Studies

She enjoys fun

science
experiments.

Science
experiments
interest her so
she often does
well with them.

5. Supplemental
area (from list
below): _ _ _ _

Needs: Specific
skills/concepts
that the student
lacks.

Most Recent
Report Card
Grades

Comprehension
of stories that
arent based off
of a movie or
something that
interests her.
She struggles
with spelling
sight words as
well as reading
them so this can
hold her back in
writing.
She struggles
when using
numbers over
20 and
subtracting 2
digit by 2 digit
numbers.
Since she has a
hard time with
comprehension
social studies is
where she lacks
for most of it is
reading
comprehension.
She has slim to
no foreign
language skills.

N/A

Meeting
Age/Grade
Level
Expectations?
(yes or no)
No

N/A

No

N/A

No

N/A

Yes

She enjoys art

She enjoys
They arent
Yes
and especially
coloring and
graded in art
coloring and
painting.
class at this
painting things.
young age yet.
Supplemental areas (choose at least one): Foreign languages, arts, cognitive skills (e.g., reasoning ability), independent
living skills, preferred learning modalities/multiple intelligences, study/test taking skills.
3. Social/Communication (3 pts): Include
Communication skills
Social skills
2

Relationships with peers (with and without exceptionalities)

Participation in extracurricular activities (community or school-based)
Willingness to try new tasks and activities
Any behavioral concerns.
Lindsey is very shy. This has a big effect on her social skills and communication skills. She is
also very quiet so when she does speak it is often hard to hear. Her female peers are friendly to
her and they seem to get along. I have not witnessed too much communication between Lindsey
with male classmates but the female classmates all reach out to her. There are no behavioral
concerns for Lindsey other then lack of participation due to her shyness. Teachers and other
professionals often need to lean in to hear her due to her low vocal volume. She is very willing to
try new tasks and activities including this assistive technology. She likes to work with different
technology devices so the use of the SMART Board in the classroom is exciting for her.
4. Physical (1 pt): Include fine and gross motor skills, along with any sensory or medical concerns.
Include allergies and any medications that affect school performance (describe how).
Lindsey does not have any fine and gross motor skill issues. However medically she is often misses
class. She is frequently absent due to many different sicknesses.
C. Students individual goals (these may be formal, e.g., from IEP, 504 or gifted education plan, or informal) and
services (e.g., gifted, remedial, special education, related services such as therapies, etc.). Include amount of time
for each service. (2 pts)
Lindseys goals are as follows :
- Lindsey will use the SMART Board app to match characters from the given story with their description.
- Lindsey will correctly match 8 out of 10 words or phrases with their correct descriptions.
Lindsey receives special education services twice a day for 30 minutes a day. She receives these services five
days a week. She is pulled out for these services to a special education room down the hall from her general
education classroom. When talking with her special education teacher and general education teacher, we decided
the use of assistive technology could be a great help for her.

D. Current Placement and History of Services (2 pts)

1. Current Placement: Grade level, type of class, location, number of students, ratio of students with and
without disabilities, number & type of teachers and other support staff, other accommodations/supports provided,
and a brief description of the community in which the school is located (2-3 sentences).
She is currently in a first grade general education classroom at Washington West Elementary School. This school
resides in Olean, New York and the class consists of 16 students. Out of the 19 students 3 are pulled out during
the day for different services. In the general education classroom there is one teacher, and one classroom aide at
all times. There also is often a classroom grandpa or grandma to help as well as a St. Bonaventure intern. This
elementary school is one of two for the district and is in a suburban town of Olean, NY. All of the district school
buildings are within a couple miles of each other. The district as whole has four school buildings. Those include
two elementary schools, one intermediate middle school, and one high school. This district use to be bigger but
due to budget cuts they closed some elementary schools which then led to the elementary schools having grades
k-3 and the middle school having grades 4-7 and the rest in high school.
2. History of Classification and Services: Age at which the student was first formally classified,
placement history (general education, gifted education, and/or special education placements, self-contained,
resource room, push-in), any history of remedial services (AIS, remedial reading/math) or therapies.
Lindsey was classified as LD in the beginning of first grade when she was 6 years old. She has been receiving
services since this school year and is placed in a general education classroom. When she is pulled out twice a day
for her special education services, she receives the remedial help she needs.
E. What are the educational priorities of the learner and his/her advocate(s), and how did you determine this?
Include current feelings/concerns with the student's progress, placement, &/or services, and future plans (type of
diploma, college, employment, etc.), along with any other known educational priorities. (2 pts)
Her educational priorities are that she wants to be successful and up to par with her classmates. She struggles to
learn due to her learning disabilities but enjoys when she understands things. Her mother and special education
teacher help determine this want to be equal with other classmates academically. She doesnt often get down on
herself if she sees fellow classmates being more successful but tends to get upset every once and a while. She is
not the only one in the class who leaves for other related services so she doesnt stress about being the only pull
out. The help of her classmates who arent pulled out help her feel at home in the general education classroom as
well. The teacher has created a community that allows her to feel safe and sound in the classroom. Lindsey
wishes to finish high school and go to St. Bonaventure University when she gets older. She might have said that
just because I told her about St. Bonaventure University but as a job choice she wasnt sure what she wanted to be
when she grew up but her mother expressed her want to work with animals.
F. What is the level of expertise with assistive technology on the part of the learner, the teachers, and others who
interact with the learner? What assistive or instructional technology or equipment is currently in use, and for what
purpose? (If the student is currently in a self-contained special education class, also comment on expertise of the
target general education teacher.) (2 pts)
On the part of the learner, Lindsey, she has never been assigned a form of assistive technology but she has
background working with iPads and tablets in her school environment. With these forms of assistive technology
she has worked with educational games and she loves playing these because they are fun and educational. The
teacher has a similar expertise in the field of assistive technology. She has had workshops and other learning
experiences with certain forms of technology such as iPads and tablets. The related service professionals she goes
to twice a day have more of a wealth of knowledge on topics of assistive technology. She does not currently have
a assistive technology device in place but enjoys the use of the SMART Board for comprehension games so that is
what she will be using.

G. How receptive to having AT in the classroom are faculty and staff who are involved with the student? (If the
student is currently in a self-contained special education class, also comment on receptivity of the target general
education teacher.) (1 pt.)
The class as a whole is very receptive to having the use of assistive technology because it is used for all of them.
The classroom in which the assistive technology is being used is in the general education classroom and therefore
each student gets a chance to use the SMART Board. I create comprehension activities using the SMART
Notebook software. The whole class reads a story first and then talks about what happened. Then the teacher
(me) reads the story out loud and then the class as a whole moves on to the SMART Board activities. Each
student gets a chance to come up to the board and answer one of the comprehension questions dealing with the
given story at the time. Then Lindsey gets to work on the comprehension activities by herself when the class
breaks into small group work. The classroom teacher enjoys the use of the SMART Board games because they
help all of the students.
II. Analysis of the General Education Environment (age-appropriate, in the home school; do not describe a segregated
special education class). This section should include information from your visits to the target class. [For students who
change classes throughout the day, either describe what is most common across classes or choose the highest priority class
to analyze specifically.] If your project is conducted in Spring semester, it may be most helpful to target the student's
Fall class placement.
A. Target General Education Class: Grade level, type of class, location, number of students, ratio of students
with and without exceptionalities, number & type of teachers and other support staff, other
supports/accommodations provided, and a brief description of the community in which the school is located (2-3
sentences).
See above.
If the student is already placed in the target general education classroom, the description provided previously need
not be repeated here; simply note "See above."
B. What teaching and assessment methods are used most often by the general education teacher(s) involved?
Ex: Lecture, discussion, cooperative learning, project-driven, oral or written presentations, types of test items,
reading and writing requirements, etc. (2 pts)
The teacher uses a wide variety of teaching and assessment methods in the general education classroom. The
most common is a lecture type where the teacher models how something should be done and the students follow
along and do it themselves. These lectures can often turn into discussion with a lot of questions and interest.
Students are often assessed in written form using multiple choice and short response questions. With this being
said that is not the only form of assessment used in the class. The teacher often uses informal questioning after a
lesson to check for understanding. Since Lindsey has receives special services she has the ability to have her tests
taken in a different room. I think the use of the SMART Board apps will help her assess reading comprehension
differently and be more engaging for her.
C. What reading level is expected of students in this classroom? (3 pts)
1. Confer with the teacher re: his/her general expectations.
According to her teacher, students are expected to be able to read short grade level stories from their
textbooks. First graders at Washington West Elementary use a basal series of texts filled with different
stories throughout the year. She is expected to be able to independently read the story as well as
comprehend it enough to answer questions about it. Since her reading comprehension level is lower then
that of her classmates she struggles in this area to read a story and comprehend it enough to answer
questions correctly.
5

2. Use a readability formula or Lexile interpretation to analyze the reading level of two different types of
representative texts used in the classroom. For each, report the type of reading material (textbook, trade
book, teacher-made, etc.), the title, why you chose it, the source (e.g., book title/publisher, website,
teacher-made), and the method used to determine the readability level. If you like, you may use these
websites: http://www.readability-score.com/; https://www.lexile.com/about-lexile/grade-equivalent/gradeequivalent-chart/.
The students in this general education classroom are now reading Mr. Bones: Dinosaur Hunter. This story
is of the first grade reading level in the Reading street book series. The textbook is published by Simon
Spotlight Publishing and the story in particular is at a Lexile level of 300L. There are other stories in this
text all at Lexile levels between 250-350L.
D. What tasks are expected of most students to be active participants in this classroom? (2 pts) Include those related
to communication, instruction, writing ability, participation, productivity, and environmental control. Include factors
such as contributing to large or small group discussions, listening to lectures/explanations (up to___ min.), taking
notes, raising hand to speak, reading aloud or silently, etc.
The teacher in the classroom looks for an abundance of student participation. This brings a minor problem for
Lindsey. She is very quiet ands shy so she doesnt volunteer often. She is not going to raise her hand and ask to
answer questions the teacher asks like a lot of students will but if the teacher draws sticks out of a cup she will try her
best to answer the question. She does better with participation in small group rather then full class. The teacher
expects to be able to write the short answers that pertain to the readings they have read but since Lindsey struggles in
that area she will likely benefit from the SMART Board apps. The students are also expected to sit quietly and listen
to the teachers instruction.
E. What is the physical capacity of the classroom in regard to AT? Also please comment on any other areas of the
school where it would be important for the student to be able to use AT devices. (2 pts)
The school is fully capable of using assistive technology. In this case Lindsey will be using a SMART Board and
each classroom she works in is equipped with one. The only places she will be using this form of assistive technology
are in her general education and special education classroom. The SMART Board is not something one can carry
around like an iPad or handheld device so there are no other areas of the school that she will need to use this form of
AT.
1. What type of computers or tablets available for student use? How many/how much of the time? ?
Each classroom is equipped with a SMART Board and one computer. Depending on the classroom, most classrooms
have iPads available for students. Her particular classroom however, only has one iPad for student use and students
rarely use it.
2. Is there printer access? Is it in the classroom or remote? What platforms are supported (e.g., Windows, iOS,
etc.).
There is printer access in the classroom. The printer is behind the teachers desk and is supported by Windows just
like the school computers in the classrooms.
3. Is wired or wireless Internet access available?
The school has both wired and wireless Internet access available at all times. Smart phones, laptops and iPads all
require wireless Internet.
4. Is space available for additional AT devices? Are electrical outlets available for AT devices that may need to be
plugged in?
6

There is plenty of space available for additional AT devices. There are electrical outlets available for AT devices that
might need to be plugged in throughout the classroom.
III. Access to the General Education Curriculum/Environment
A. Overview of Interfering Factors: What factors (including those analyzed in the previous sections and any others of
which you are aware) interfere with the learners participation and access to an appropriate education in the general
education curriculum/environment? For this question, list all that significantly interfere, not just those that you will
collect data for in this project. (3 pts)
The only factors that might interfere with Lindseys participation and access to an appropriate education in the general
education environment are the idea that her mother is the special education teacher. As of now this has not been a
problem but in the future I can see this being an issue. Since her mother is constantly around and in the school she can
become dependant of her mother, which could have a negative impact on her participation in the general education
classroom. Other then that she gets along with her peers and is not disruptive to the class, so not much would really
interfere with Lindseys participation in the general education classroom.
B. Priority Factor being Addressed: Which problem (from the list in your "Overview," above) will you collect data for
in this project and why? How is this need being addressed using assistive technology and why is it being addressed in
that way? (Reminder: Collaborate closely with the student's educational team.) (3 pts)
Form the list in my overview that I will take data on is the fact that her mother is constantly in the classroom with her.
I think she can possibly grow to become too dependent of her mother which could effect her school work when her
mother is not there.
C. Baseline Data:
1. What is the goal for the student/why is s/he using assistive technology? State the goal in observable and
measurable terms.

Her goal is to be able to read a story and comprehend it with the help of the SMART Board. To
elaborate on that She will be given a story with which she will have to read and then answer matching
questions using the SMART Board apps created by Nicholas Perillo. She has been having trouble
comprehending reading passages but enjoys using Ipads and SMART Boards. This is why I chose to use
the SMART Board to help Lindsey comprehend readings. With this being said the goal for Lindsey
would be to read a story and then answer 10 description-matching questions and have at least 8 out of 10
answers correct. The apps create will have a word that has a description to match it and the students will
have to match each word to their correct description.
2. Mastery Criterion and Assessment
NOTE: This is critical for successfully implementing Part IV!
a. How will you measure student progress? Specifically describe the qualitative and quantitative student
performance data you'll record and analyze. (For guidance, see "Effective Evaluation," in the Course Resources
folder.)
b. What is the criterion for mastery? Ex: "5 consecutive trials without assistance," "90% accuracy," etc..

In order to measure student progress I will have a checklist with numbers 1-10 on it. With this checklist
I will mark down whether or not she was able to correctly match each word with its description. As far
as mastery criteria goes, She will be given 10 of the matching questions with which she will need to
correctly match at least 8 of the ten descriptions correctly in order to master the material. She will need
at least 80% mastery per story.
3. Using the same data collection system that you plan to use throughout the project, attach and analyze at least
one dated and graded work sample (or other performance data) that illustrate the student's current level of
performance. (3 pts)
7

3/26/2015
First trial with SMART Board
Questions
1
2
3
4
5
6
7
8
9
10

Correct Answer
X
X

Incorrect Answer

X
X
X
X
X
X
X
X

The above checklist shows the first trial of using the assistive technology and how she did with
comprehending the questions given in the matching exercise. She struggled with the new technology
but showed interest in it and was able to get four answers correct.
Part IV: Data Analysis and Recommendations

A. Performance Data (minimum of 6 days): Attach dated performance data for your focus student. The
data will be evaluated using your mastery criterion. (10 pts).
Data must be collected over time (different dates).
Use the flowchart tool on the following pages to structure your analysis/recommendations for Part IV.

Tip: You may not need to answer every part of every question in the flowchart (1a, 1b, 1c, 2a, 2b, 2c). Answer
only those sections that are required by following the directions (answering the Yes/No questions) below.
B. Analysis of Progress (5 pts).
Use the prompts below for your
analysis of the student's
performance data. State your
conclusion (2 of 5 pts), and the
rationale for your conclusion
(support using specific examples
from the data- 3 of 5 pts).
1a. According to the criterion for
mastery (see Part I, section B3b),
has the student mastered the goal?
_X__ No. If no, go to Question #1b
(below).
___ Yes. If yes -- support your
conclusion using specific examples
from your data.
-- then, go to
Question #2a -->

1b. If the criterion for mastery

has not been met, is the student
making adequate progress? That
is, if the current AT intervention is
continued as is, would you expect
the student to master the goal within
a reasonable amount of time?
___ No If no, go to Question #1c
(below).
_X__ Yes. If yes -- support your
conclusion using specific examples
from the data.
--then, go to
Question #2b -->
Tip: Confer with the student's team
to help you determine a
"reasonable" amount of time for a
particular student.
Continued

C. Recommendations (12 pts). To make recommendations for how to

proceed with the student. IMPORTANT: Your recommendations should be
specific enough to allow an unfamiliar educator to implement them.

2a. If the goal has been mastered, explain:

i. Your hypothesis regarding why the AT intervention has been successful (6
pts). Ex: Good match between technology and student needs/preferences,
use of research-based strategies, intervention focused on error diagnosis,
appropriate pace and level of challenge, student motivation, match between
teaching style and student's learning preferences, systematic fading of
assistance, extensive practice with minimal repetition of errors, etc.
ii. Your ideas for where to go next. (6 pts). Ex:
- Revise goal for even greater independence (e.g., fade staff involvement by
teaching the student to self-manage technology (setup, update, troubleshoot,
etc.) or learning (self-monitor, self-evaluate, etc.).
- Move on to a more advanced skill (e.g., if the student is successfully using
speech-to-text to create text, move on to formatting text).
- Generalize the skill to a new situation.
(Note: Stop here if you answered "Yes" to question 1a; you need not answer
1b, 1c, 2b, 2c.)
2b. If progress is adequate (and the current AT intervention should continue
as is), explain: I think the progress was adequate enough to say the
continuation of the project would lead to a mastery level goal. Lindsey
enjoys using the SMART Board and sometime would make silly mistakes
and then self correct herself after. Her scores for the comprehension
exercise while using the assistive technology device went up slowly as she
got more and more use to the format and questioning method. Due to her
large amount of classroom absence I was only able to take the minimum six
days of data and from that I didnt not see enough progress to consider the
skill mastered but think she would be able to master the skill with further
SMART Board use. I think she is motivated to get better with reading
comprehension because she enjoys working with the given assistive
technology and her scores have been getting better and better as the more
work was done with the SMART Board. I feel if she were to continue with
this form of AT she will continue to slowly grow until she has her mastery
level goals met for reading comprehension of the stories from her text. I
also think the difference between her previous work and the work with AT
are so different because the At use is more hands on. Instead of just pencil
and paper the student is standing, moving around and selecting answers
with her hands while playing a game. This keeps the lesson engaging and
not stagnant .
ii. At the current rate of progress, when might the student be expected to
9

B. Analysis of Progress (5 pts).

Use the prompts below for your
analysis of the student's
performance data. State your
conclusion (2 of 5 pts), and the
rationale for your conclusion
(support using specific examples
from the data- 3 of 5 pts).

C. Recommendations (12 pts). To make recommendations for how to

proceed with the student. IMPORTANT: Your recommendations should be
specific enough to allow an unfamiliar educator to implement them.

master the goal? Why do you think so? If the student did not master the
skill within a reasonable amount of time, how might you revise the
intervention? (6 pts)
I think in order for Lindsey to master the goal she will only need two more
days to get 8/10 comprehension questions correct. I think so because she
has shown improvement and in the last couple of data collection periods
she scored high and higher each time until she reached mastery once and
then got very close two other times. I think in order to revise this
intervention I would need to create a mastery criteria that dealt with types
of questions. This would help to see if she was getting the same type of
questions wrong each time. For instance if she was getting the definition
question wrong each time but was able to correctly answer all the other I
might want to tweek intervention in order to meet the necessary needs.
Other then that I would change the mastery criteria to the student receiving
a score of 8/10 for 4 consecutive trials.
(Note: Stop here if you answered "Yes" to question 1b; you need not answer
1c & 2c.)
Continued
1c. If the student is NOT making
adequate progress, support your
conclusion using specific examples
from your data.
That is, if the current AT
intervention is continued as is, the
student would NOT be expected to
master the goal within a reasonable
amount of time.

2c. If progress is inadequate, explain

i. Your hypothesis regarding the specific problem (6 pts). Ex:
- Match between technology and student needs/preferences needs to be
improved.
- Motivation- does the student understand the importance of the goal and/or
using the technology, including how, when, and where it will help him/her
in real life? Feel respected?
- Is there a mismatch between the teaching style and the student's learning
preferences?
- Practicing errors and/or inadequate practice?

Then, go to Question #2c ---->

ii. Your ideas for how to address the specific problems identified (6 pts).
Ex:
- Try out different AT (provide specific suggestions, sources, and prices).
- Break the task down into smaller steps, or adapt the task, methods,
materials, etc.
- Make the task more motivating (e.g., incorporate interests & preferences,
use a more realistic/age-appropriate setting &/or materials, help student
understand how people use the skill/concept in real life, etc.).
- Make instruction more active, teach to the student's learning preferences,
or other research-based strategies.
- Provide professional development (list specific topics/competencies).
10

Student Project Disclaimer: Readers of this report are asked to interpret the results and recommendations with
the understanding that it has been developed as a project for graduate-level assistive technology course. The
author is a qualified teacher in an advanced academic program; the contents may be limited by the as-yetdeveloping expertise of the author, time limitations of the course, etc.
NOTE: The above outline accounts for 72/75 points available; the remaining 3 points will be awarded for overall writing
quality. Ex: Professional tone, mechanics, clarity, addressing important issues in the outline, explaining your thinking.

Nicholas Perillo

Performance Data Chart

Below includes the data chart for the 6 days of data collection for my focus student Lindsey.
Lindsey is working with the SMART Board to help get better with reading comprehension.

11

3/26/2015
First trial with SMART Board
Questions

Correct Answer

Incorrect Answer

10

4/7/2015
First trial with SMART Board
Questions

Correct Answer

Incorrect Answer
X

10

X
12

4/8/2015
First trial with SMART Board
Questions

Correct Answer

2
3

X
X

8
9

Incorrect Answer

X
X

10

34/9/2015
First trial with SMART Board
Questions

Correct Answer

4
5

X
X

6
7

Incorrect Answer

X
X

10

X
13

4/10/2015
First trial with SMART Board
Questions

Correct Answer

Incorrect Answer
X

10

4/14/2015
First trial with SMART Board
Questions

Correct Answer

3
4

Incorrect Answer

X
X
14

10

15

16