1. Designing a District Level AAC Team Kim Pyper, Occupational Therapist Megan Hojnacki, Speech-Language Pathologist Caledonia Community Schools AAC Support Team

2. What is AAC? Any method of communication that is used in addition to or instead of speech. Augmentative and Alternative Communication

3. See the Need Are there communication devices sitting in closets? Do you know where those closets are??!! Are there students who are not verbal and don’t have a functional communication system? Are there students who need ways to repair their communication when they are not understood? Is there someone to help teachers put communication systems in place?

4. Communication Autonomy Being able to say whatever I want to say, to whoever I want to say it to, whenever I want to say it. (Porter & Burkhart, 2012)

5. Now what? Develop the team Determine the goals and role of the team Determine assessment and implementation process

6. Developing the Team Develop a proposal Caledonia Community Schools AAC Proposal Determine the members of the team Expertise/Interest Schedule/time allotment Special education teacher, SLP, and OT are the 3 most common individuals involved in an AT team

7. Mission Statement In the pursuit of excellence, Caledonia Community Schools AAC Support Team will assist and empower all students with functional communication skills in order to be understood by all. We value aided language input, core vocabulary, and peer involvement. We will presume competence in staff and students.

8. Determine the Goal and Role Goal Example: The AAC team would assess and follow students who require augmentative or alternative communication. They would train staff and students initially and when the student transitions to a new system or to a new school or teacher. They would maintain expertise by attending trainings about the latest technology and supports available.

10. Target the Students Determine what students require your support Discuss your team goal with building special education staff Present your team process and role to the special education department IEP teams are required to consider AT in the IEP process Determine what teams need your support Review how the current teams have supported the students requiring AAC Was a SETT completed? Is it documented in the IEP? Is the student proficient with a device?

11. Assessment and Planning Gather information Meet with the team to complete the SETT Collect data Update as needed

12. Gathering Information Communication Matrix

13. Gathering Information WATI Student Information Guide- Communication

14. Observation

15. The SETT process

16. Adapted from: “Wisconsin Assistive Technology Initiative Environmental Observation Guide” 9/98 Boston Public Schools Access Technology Center at Emmanuel College in collaboration with Maureen Dacey, M.S. CCC-SLP, Easter Seals of Massachusetts

17. Determining a Goal for the Tool Examples: (Could be IEP goal or what you are tracking for data) The student will be able to repair communication breakdowns ¾ times using a voice output communication aid (i.e. PLQ2Go, Dynavox). The student will engage in 3 reciprocal conversation turns using vocalizations or a voice output communication aid. (i.e. PLQ2Go, Dynavox, TechTalk) The student will initiate a request ¾ times without prompts using pictures or vocalization. (i.e. PECS) The student will identify a targeted picture from a field of 12 to request or comment. (i.e. PODD)

19. Data Collection

20. Data, Data, Data…...

21. Updating the SETT The SETT is an ongoing assessment and planning tool. It is not final. Continue to come back to it and revise as needed (transitions, when a tool does not support the goal, etc).

22. Wait. I have to do what?!?!?! Implementation

23. Support from Staff AKA “Buy-In” ● Providing opportunities for staff to see other teachers and students using the tool or viewing videos of tool use. ● Let them know of workshops that they can attend to learn more about the tool. ● Provide links or materials for reading.

24. Deb Alissa Melanie Bethany Beth Katee Carol Kerri Sue Barb Jenny Scott Jen Jenneth

25. Training Staff

26. Training the student

27. This is Nate.

28. Input Spoken Language Output Aided Language Child Learning Aided Symbols Spoken Language Spoken Language Development

29. Input Output Spoken Language Aided Language Spoken Language The goal is to create an environment where there is a balance in the modes of communication for input and what the child is currently using.

30. Model PODD video Modeling PECS for a parent More PODD modeling

31. A Word about Core Vocabulary

32. Modeling during field trips AAC in the Community

33. Peer Involvement

34. AAC Throughout the Day Activity- Objective Matrix

35. Supporting Transitions ● Documenting in IEP ● Uploading documents to TIENET ● Hard copies in student’s permanent file

36. Resources Kindy Segovia's website Joy Zabala's website (SETT) PrAACtical AAC -Activity-Objective MatrixActivity-Objective Matrix Communication Matrix WATI Handout on Autonomous Communication using Aided Language (Porter & Burkhart, 2012)

37. Resources Uncommon Sense blog

38. Thank you for coming. Thank you for listening. Kim Pyper, OT pyperk@calschools.org Megan Hojnacki, SLP hojnackim@calschools.org @mkwalrus