FDLRS Institute on Technology & Student Achievement September 2007 A Framework for Using...

FDLRS Institute on FDLRS Institute on Technology Technology

& Student Achievement& Student AchievementSeptember 2007September 2007

A Framework for Using Alternative Augmentative

Communication (AAC) Systemsto Participate in Math Activities

FDLRS ATEN Regional Centers

Presentation GoalsPresentation Goals

Introduce Communication Implementation Framework

Demonstrate student lessons using the

communication action plan

FrameworkFramework

Vocabulary

AAC Systems

Access

Points

Communication Partners

AAC SYSTEMSAAC SYSTEMSUse AAC Systems to supportparticipation during math

activities

Position & Access

Lo tech to high tech tools

Communication partner

PositionSeatingVisibilityComfortLighting

AccessDirect selectionScanningSwitch access

Position & AccessPosition & Access

Hierarchy of low, mid and high

techtools

Low Tech to High Tech Low Tech to High Tech ToolsTools

Handout:Handout: Dedicated Voice Output Communication Aids

Provide communication opportunities

Recognize communication attempts

Provide communication tools

Teach communication strategies

Communication PartnersCommunication Partners

Access PointsAccess Points

Demonstrate math activities around the

Sunshine State Standards (SSS) access points.

Define and locate access points

Who were access points developed for?

Access points, alternate assessment and AYP

Demonstrate Communication Action PlanCommunication Action Plan for math activities based on SSS access points

A restatement of the SSS benchmark that Captures the core intent of the benchmark Describes a different level of complexity

The SSS benchmark is the same across grade levels

The same skill is applied to materials of increasing difficulty level.

Accommodations (not stated – are provided)

What is an Access Point?What is an Access Point?

“Access points were developed withthree levels of complexity for studentsto ensure that all, even those students withthe most significant cognitive disabilities,have access to the Sunshine State

Standards.The three levels of complexity areIndependent, Supported, and Participatory.”

FL DOE

Why Access Points?Why Access Points?

www.flstandards.org

Sunshine State Sunshine State Standards Standards

for Mathematicsfor Mathematics

Students with Students with

severe cognitive severe cognitive disabilitiesdisabilities

Who were access points Who were access points developed for?developed for?

Only ESE students with significantcognitive disabilities (who meet

FCATexemption criteria) should be

testedon alternate assessment.

Access points and Access points and alternate assessmentalternate assessment

Failure to test students on statewide alternate assessment will impact

your schools AYP and may contribute to your District being slighted on the

standard performance plan indicators which could ultimately

lead to loss of funding.

Access Points & AYPAccess Points & AYP

Handout

SSS Benchmark SampleSSS Benchmark Sample

Handout

CommunicationCommunication Action PlanAction Plan for math activities for math activities

based on SSS access pointsbased on SSS access points

Handout

Do top of sample info bring in new one

Handout

Communication Communication PartnersPartners

Demonstrate strategies that communication partners use to direct the language learning experience for AAC

Provide communication opportunities

Recognize communication attempts

Provide communication tools

Teach communication strategies

Materials available

Communication Devices

Environmental arrangement

Social networks

OpportunitiesOpportunities

Recognize communication attempts

Acknowledge action

Formal and Informal signals

Observable student behavior Gestures Vocalizations Eye Gaze

AttemptsAttempts

Provide communication tools

Attention getter

Backup systems available

Multiple systems

ToolsTools

AAC Topic Setting Musselwhite, 2001

Initiate conversation

Select a topic

Promote multiple turns

Enhance partner trainingHandout

Strategies: Topic Strategies: Topic SettingSetting

Can We Chat? Scaffolding Conversations

for Struggling AAC Users Burkhart &Musselwhite, 2001

Communication Agendas or Social Purposes

Increase cognitive engagement

Information transfer

Social closeness

Strategies: Social Strategies: Social ScriptsScripts

Handout

Fostering Emergent Literacy for Children Who Require AAC

Light & Kent-Walsh, 2003

Model use of AAC system while reading text

Pause and wait Respond appropriately to attempts Print accessible Early access to computers Access to AAC systems within literacy

activitiesHandout

Strategies: Emergent Strategies: Emergent LiteracyLiteracy

VocabularyVocabulary

“Normal language development is the foundations for building generative language with a child using AAC strategies”

Van Tatenhove

Language Functions & Early Generative Language

Van Tatenhove, 2005

Conventions of communication

Establish math vocabulary needed

Handout

Guide for vocabulary Guide for vocabulary selectionselection

Ask questions

Provide information

Request: wants & needs

Comments: social closeness/etiquette

Conventions of Conventions of CommunicationCommunication

Sample boardmaker symbols for

math

Math VocabularyMath Vocabulary

Handout

Request ProvideInformati

on

Ask Questions

MakeComment

s

ActionWords

MeVille to WeVille

More That’s wrong

What’s the

answer?

Awesome!

Count

I need help

Same Is thatright?

Your turn Sort

I need a counter

Long/Short

How much

does it cost?

That’s dumb

Match

Handout

VocabularyVocabulary

Grades K – 8 Lenore/Janet Participatory

Grades 9 – 12 Beth Supported

Grades 9 – 12 Rena/Frank Independent

DemonstrationsDemonstrations

HandoutHandout

Handout

Action Plan: 9th Grade, Independent

Devices and Software: Vanguard AAC system, Picture Word Power Software Dell Laptop with SOLO and PASS math lesson

Using Vanguard, open a math lesson on the computer and read and write about the lesson

Communication Action PlanCommunication Action Plan99thth Grade: Working with Grade: Working with

IntegersIntegers

Communication Action PlanAAC & Math Standard:

ALGEBRA BODY OF KNOWLEDGE

Standard 1: Real and Complex Number Systems

Action PlanAction Plan

MA.912.A.1.In.aMA.912.A.1.In.a Identify and use equivalent forms of fractions, such as halves, fourths, thirds, sixths, eighths, tenths, and sixteenths; decimals to the hundredths place; and percents, such as 25%, 50%, 75%, 100%, 33%, and 67%, using visual and numerical representation in real-world situations.

MA.912.A.1.In.bMA.912.A.1.In.b Identify examples of positive and negative whole numbers in real-world situations.

Access PointsAccess Points

SOLO Software

PASS Math Lesson

AAC Device

SET UPSET UP

Vanguard using Picture Word Power Software

Device: Prentke Romich Company: Devices www.prentrom.com

Software: Inman Innovations: Picture Word Power

http://www.inmaninnovations.com

AAC System, Vocabulary & AAC System, Vocabulary & Keyboard Emulation Keyboard Emulation

SoftwareSoftware

Dell Lap Top

SOLO software (Don Johnston Company)

http://www.donjohnston.com

PASS Math Lessons http://www.pass.leon.k12.fl.us

Computer & SoftwareComputer & Software

Algebra Body of Knowledge

Unit 2: Working with Integers

PASS LessonPASS Lesson

Brainstorming Brainstorming Action Plan with SSSAction Plan with SSS

Thank you from Thank you from Rena, Frank, Janet, Rena, Frank, Janet,

Lenore and BethLenore and Beth

Presentation & Handouts located at www.fdlrs.org