AAC Updates for SEPTA�3/28/2023

• Catherine Thompson, Lead SLP 
• Lauren Bonnet, AT Specialist
• Daphney Denerville-Davis, SLP & AAC

     Implementation Coach

• Erin Tokajer, AAC Implementation Coach
• Kelly Krug, Director of Special Education

     Elementary 

Three Main Themes

Human Resources Across the Schools

SLP Caseloads and School-based Support for AAC

To support building capacity at each school, our SLPs have a workload that reflects time for continued learning and collaboration with teams. The following has occurred in the past 2 years:

• State caseload cap is 68 and Arlington cap is 55
• Arlington SLPs have an average caseload of 35 at most elementary schools
• Dedicated SLP to Homebound/Homebased students 
• SLPs have gradually been increasing indirect hours on IEP to reflect the work that they are doing to collaborate with teams

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Who supports our students who use AAC? 

EVERYONE! 

This Photo by Unknown Author is licensed under CC BY

Technology and Maintenance

Technology & Maintenance/Programming

• Working with Information Services 
• Twice monthly meetings with Information Service liaison with Office of Academics/Special Education 
• Multiple contacts per week with APS I.S. Technical Staff and Network Analysts both to provide new devices and troubleshoot any problems that are currently occurring. 
• Providing Training for all the IS techs on AAC and its importance for students who have complex communication needs
• During the SY 2022/23, I.S. changed the way that student passwords are set up and managed. This change has impacted student communication devices throughout the school year. We continue to collaborate with I.S. regarding troubleshooting of issues because of this. 
• Continued collaboration around communication application license management for students and staff with I.S. Network Analysts (new devices, broken devices, replacement devices and attrition of staff/student) 

Technology & Maintenace/Programming - New Resources

• We have put forth request for new picture symbol software (submitted Aug 2022, awaiting approval)
• Availability of symbol sets need for our students (e.g., Minspeak symbols)
• Integration into highly used software (e.g., Google Slides/PPT) 
• More cost effective
• Simplicity and ease of use
• Aligns with current research and best practices (not using symbolated text and currently piloted with literacy software for students with complex need)

Building Capacity with Staff

School-based Staff Knowledge Building

• Project Core as a must-do for all special education staff and related service providers (as of 3/28/23 more than 500 staff members have completed all 12 modules)
• Training on the students' language systems are available in Frontline 
• Shared Reader and Writing with Alternate Pencils courses in Frontline
• All SLPs: Supporting Emerging Communicators (October 2021) Assessment and Goal Development (October 2022)
• All Early Childhood Staff: Supporting Emerging Communicators & Shared Reading Strategies (October 2021) and (Preservice 2022) 
• Special Education Assistants: 3-hour Trainings offered (Preservice 2022), (October 2022)

School-based Staff Knowledge Building �cont. 

• Elementary music and instrumental teachers: Supporting Neurodiverse Students and AAC Users (February 2023)
• Student Support Coordinators and Lead Special Education Teachers: AAC Best Practices and the Communication Matrix (2022/2023)
• OT/PTs: Supporting Students who use AAC (Spring 2022)
• LAMP Training: hosted in Dec 2018, Aug 2022
• LAMP Certified Professional Cohort 2 (2022) - 4 new LAMP certified SLPs
• New LAMP Certified Professional Cohort 3 (2023) - 7 SLPs and 4 teachers enrolled
• AAC Coaching for all SLP new hires

School-based Staff Resources

• Modeling devices – high tech, iPads (hardware)
• Modeling supports – low tech (posters, aprons, lanyards)
• Providing a license for students’ language systems (software)
• staff working in MIPA, FLS, and PreK including the SLP, OT, PT, and all teachers (general and special education) and assistants. 
• For students not in countywide programs, all team members including general education teachers, special education teacher and assistant(s). 

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• iPad Cases for Instructional Assistants
• Quarterly AAC Coaching newsletter: APS in AACtion
• AAC Coaching Canvas Page with video modules, information, and resources

School-based Staff Resources Cont.

• Assistive Technology Canvas Resource Page
• AAC Coaching Office Hours
• Assistive Technology Weekly Open Office Hours
• Playground posters LAMP Core vocabulary posters on all elementary school playgrounds SY 2022-23
• AAC Language Lab subscription for all SLPs
• District wide Boardmaker subscription

School-based Staff Coaching

• Our model is “Coachee” focused and based on fostering self-directed learning and self-generated problem-solving 
• Based on current level of knowledge and experience 
• We use the "Compass" for Guiding Principles of AAC Implementation as our anchor to ensure shared knowledge of AAC best practices
• Coaching conversations are conducted using open-ended questions that generate critical thinking and self-reflection with occasional consultative suggestions offered using non-directive language 

School-based Staff Coaching Cont.

• A self-reflective rubric is used to develop coachee goals and guide the focus for coaching support. 
• In addition to coaching conversations, coaches visit classrooms to offer real-time support and/or demonstration of AAC strategies with students
• The self-reflection rubric encourages ongoing coaching support and organizes a plan for our work together
• Coaching throughout the SETT process (feature matching) with school-based teams

School-based Staff Coaching Metrics (3/27/23)

• Number of coaching meetings (group and individual): 
• 2021/22 - 153
• 2022/23 - 157

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• Number of staff members who participated in AAC Implementation Coach meetings/trainings:
• 2021/22 - over 250
• 2022/23 - over 325

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• Percentage of staff that participated in repeat coaching sessions:
• 2021/22 - 16%
• 2022/23 - 70%

Next Steps for our Work with Staff

• Training for Art, EL, Library, Related Service Providers (OT, PT), Deaf and Hard of Hearing teachers, and TBVI teachers
• Training for School leaders
• Beginning of the Year (BOY) SLP AAC Toolkit (e.g., AAC Implementation training for school staff, modeling scripts,  etc.).
• Develop a new series of courses in Frontline on Lived Experiences of Individuals who use AAC (e.g., past AAC Distinguished Lectures, LJ Seiff's presentation at ATIA 2023)

Building Capacity with Families

Family Knowledge Building

• Project Core Training
• Laminated low tech supports of their child's language system 
• Supporting Students to Communicate with an AAC System for every family post AT Assessment 
• Translations available in Spanish and Arabic as well 
• Introduced "The Compass" AAC Implementation best practice
• Shared Reading Module

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Family Resources

• Parent Resource Center
• Say it with Core Poster in English and Spanish
• Guiding Principles “Compass” poster
• Video examples of AAC Implementation strategies
• Video feedback of parents/caregivers working with their child
• AAC Supper Club

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• Sharing podcast episodes (Talking with Tech)
• Sharing articles
• Modeling scripts
• ASEAC Presentation SY 21-22
• School-based group family training at Long Branch ES SY 21-22
• AAC at Home October 2021 virtual information session on AAC implementation strategies and parent share fair (Share fair)

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Family Coaching

• Self-Reflection AAC Implementation Rubric
• Self-directed AAC Implementation journey map
• Ongoing individualized coaching with parents, caregivers, and extended family members

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Family Coaching 

Number of coaching meetings: 

• 2021/22 - 24 (started in Feb)
• 2022/23 - 54 (to current date)
• Percentage of parents that participated in repeated coaching sessions:
• 2021/22 - 60%
• 2022/23 - 60%

Number of families who met with a coach:

• 2021/22 - 7
• 2022/23 - 22

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Next Steps for our work with Families

• Project Core 
• translation of text documents and video recordings for each module (12 total modules); request submitted to LSRC (March 2023) for Spanish, Amharic, Arabic, and Mongolian
• Previously requested Jan 2021 but funding not available until March 2023
• LAMP WFL main page overlay
• Translation request submitted to LSRC (March 2023) into Amharic, Urdu, and Mongolian
• Supporting Student Communication with an AAC System 
• Translation request submitted to LSRC (March 2023) for Amharic, Mongolian, and Urdu
• Continued AAC Supper Club
• School-based group family trainings/activities at schools.

Questions