Who am I? Be More With Core! Agenda. Agenda 3/13/16. Kelly Key. Tips on Implemen0ng Core Vocabulary. Words and Visuals Throughout Your

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1 3/13/16 Agenda Regulation Updates/ Changes 504 Rehabilitation Act of 1973 IDEIA Definition Tips on Implemen0ng Core Vocabulary IDEIA Updates and Changes Words and Visuals Throughout Your Determining Eligibility & Services Student s Day Celebrations Be More With Core! Kelly Key March 15, 2016 Who am I? Kelly Key Work for Barrington School District in Barrington, IL Over 10,000 students, Unit School District, (EC-High School Transi0on Program) Assis0ve Technology Coordinator & Special Services Facilitator 13th year as an administrator Taught special educa0on for 9 years Provide AT consulta0ons & evalua0ons in all areas Oversee our district's life skills programs kkey@barrington220.org Agenda Let s Get on the Same Page with Core Regulation Updates/ Changes Brief Overview 504 Rehabilitation Act of 1973 IDEIA Definition District 220 s Philosophy with Core Implementationtomorrow! IDEIA Updates and More Changes Determining Eligibility & Services Specific Examples How we Embed Core Throughout our Student s Day Celebrations 1

2 Let s get on the same page with core Core words are the most commonly used words in English. They are used regardless of the situation, communication partner or age, or disability of the communicator. Individuals must have access to core vocabulary in order to get their message across! Core vs. Fringe Vocabulary Core vocabulary (80% of what we say) is consistent across clinical popula0ons, ac0vi0es, places, topics and demographic groups. You make it, you live in it it is in there, it needs 4me, it comes out new and colorful Fringe vocabulary (20% of what we say) is more individualized and less consistent across popula0ons and ac0vi0es (mostly nouns). Cocoon Core vs. Fringe Vocabulary Example Conversa0on Partner 1: Where did you go? Partner 2: I went to the movies. Partner 1: What movie did you see? Partner 2: I saw Goosebumps Total # of Words: 17 Total Core Words: 14 for 82.4% Total Fringe Words: 3 (movie 2 0mes) for 17.6% 2

3 What is Core Vocabulary? Core set up on boards and devices uses motor memory for quick communication! Every word has a unique motor plan Words stay in the same location Automaticity and speed increase over time Just like typing on a keyboard or playing the piano! Most Core Words are not Picture Producers A Key Fact Core vocabulary contains few picture producers! (Fewer than 10%) The majority of words in a sentence and the words we speak, are not picture producers. One word in the following sentence is a picture producer: I went on a trip and saw a dinosaur. Look at the word on, it is not a picture producer in it s most common uses: Turn it on, Go on get out of here, She came on 0me Pictures for Core First 15 Words: All gone, away, go, help, here, I, it, like, have, more, stop, that, want, what, you For how many of these words can you draw a picture? 3

4 Disclaimer about Symbols It does not maker what symbols you choose to use because communica0on is about the WORDS, not the pictures. Picture Op0ons in AAC Systems Pixons Picture Communica0on Symbols Unity Icons SymbolS0x Where do you find the vocabulary word lists? Research Based Core Vocabulary Words 4

5 Where do you find the vocabulary word lists? Clinical Application of the Benajee List Where do you find the vocabulary word lists? DLM s First 40 Where do you find the vocabulary word lists? Research-Based Core Vocabulary Words Refer to Research Based Core Boards and Devices Already created! 5

6 The Important Things! ALL people need & use core vocabulary to communicate. Core vocabulary is crimcal for language & literacy development. Core vocabulary aligns with classroom curriculum and common core standards. AAC systems with robust core vocabulary must be provided ASAP to all students at-risk for developing useful speech. Agenda Regulation Updates/ Changes 504 Rehabilitation Act of 1973 IDEIA Definition IDEIA Updates and Changes Determining Eligibility & Services Celebrations District 220 s Core Vocabulary Initiative District 220 s Initiative We unify the classroom & our student s lives with core words and visuals! All students with complex communica0on needs are exposed to and using CORE vocabulary and visuals throughout their day. 6

7 We have found this not only helps support our AAC users, but all students that struggle with language & literacy!!! District 220 s Initiative What this looks like in our district Core vocabulary words taken from research on language (toddlers-adults) and on literacy We primarily use Minspeak Symbols as our anchor symbols for the core words when a visual is needed. We stay consistent district-wide when using pictures for the non-picture producing words. When using low tech boards, we use Unity or LAMP set up (based off of one hit 32 or 84) District 220 s Initiative Follow the SETT Process for any individualized voice output AAC system 7

8 Overview Again- It does not maker what symbols or set-up you choose to use. The most important thing is to stay consistent! Minspeak PCS Symbols0x Pixons Who is core good for? All students!!! Students at-risk for developing speech Students who are English Language Learners Students that have Selec0ve Mu0sm Students with language processing disorders Students that have difficulty ini0a0ng communica0on/interac0on Students that need support with expanding expressive language Students that need support with organizing and structuring language Students that need to increase their vocabulary (and understand the meaning of the vocabulary) Variety of ways to use core Core vocabulary is not just about a board or device, it s more about the vocabulary! It can look different for different students. Verbal speech Sign language Low tech boards Voice output devices Embedded into the curriculum & visual supports 8

9 Core with Verbal Speech Verbal Speech Be conscious of the words you are using to talk to students and how you ask questions to encourage core vocabulary use and expand language. Core with Sign Language Sign Language Core with Low Tech AAC Low Tech Individual Student Boards/ Binders 9

10 Core with Low Tech AAC Low Tech Individual Student Boards/ Binders Core with Low Tech AAC q Core with Low Tech AAC Bilingual boards 10

11 Core with Low Tech AAC finished mine little up yes good some no down out off bad me my wear am please that and in what a +s there I we are is were was on to an the end you they new play like work have feel read more fast stop it he want all come time do go get big color help she look slow hear think right said live love follow ride put not don't talk sit eat find make need drink watch turn sleep Core-PECs Integration Core-PODDS Integration 11

12 Core-PODDS Integration Core-PODDS Integration Core-PODDS Integration 12

13 Core with Fringe Boards Activity / Location Specific Fringe Boards Core with Fringe Boards Core with Fringe Boards 13

14 Large Visual Displays Direc0ons to make one can be found at: hkp:// documents/ PPK_Wallchart_PVC_Frame.pdf Large Visual Displays Portable Core! 14

15 Core with Lite Tech SGDs Voice output devices Core with High Tech SGDs Dynamic display voice output devices examples Core with Apps on Tablets AAC Core Apps 15

16 Core Customized Apps AAC Core Apps District 220 has customized Proloquo2Go cored out! Core Customized Apps AAC Core Apps District 220 has customized Avaz cored out! Core-PODDS Integration 16

17 Embedded into the Curriculum & Visual Supports What this looks like in our district Overview file:///.file/ id=

18 Examples of Core Visuals and Vocabulary Embedded into Curriculum and Visual Supports in Each Area Visual Supports Visual Supports 18

19 Visual Supports Visual Supports Visual Supports 19

20 Visual Supports q Visual Supports q Visual Supports 20

21 Visual Supports q Visual Supports Embed into Daily Routine 21

22 Embed into Daily Routine Embed into Daily Routine Embed into Daily Routine 22

23 Embed into Daily Routine Embed into Daily Routine Embed into Daily Routine 23

24 Embed into Daily Routine Embed into Daily Routine Embed Into Therapy 24

25 Embed Into Therapy Embed Into Therapy Embed Into Therapy 25

26 Embed Into Therapy 8 Ways I Enhanced My Clinical Prac0ce with General Educa0on Speech/ Language Students Using Core Vocabulary Embed Into Therapy 8 Ways I Enhanced My Clinical Prac0ce with General Educa0on Speech/ Language Students Using Core Vocabulary Embed Into Therapy 8 Ways I Enhanced My Clinical Prac0ce with General Educa0on Speech/ Language Students Using Core Vocabulary 26

27 Embed Into Therapy Embed Into Therapy Embed Into Therapy 27

28 Embed Into Therapy Embed Into Therapy Embed Into Therapy 28

29 Embed Into Therapy Social Stories Too! Embed Into Therapy AAC Kits Embed Into Therapy 29

30 Mr. Potato Head Created by Rachel Hessl, MA, CCC-SLP 30

31 Embed Into Therapy Embed Into Therapy Apps to promote language & engagement! Pogg Toca Boca Switch Kids Monsters 31

32 Embed Into Curriculum Embed Into Curriculum Embed Into Curriculum 32

33 Embed Into Curriculum Embed Into Curriculum Embed Into Curriculum Books for our Sequenced AAC users to read 33

34 Embed Into Curriculum Embed Into Curriculum Embed Into Curriculum 34

35 Embed Into Curriculum Embed Into Curriculum Embed Into Curriculum 35

36 Embed Into Curriculum Embed Into Curriculum Magne0c Poetry Cored out! Embed Into Curriculum 36

37 Embed Into Curriculum Art Embed Into Curriculum Search for You Tube Videos with your target words! Activities to Teach Core Vocabulary Cards to: Collect data Play memory Work on articulation 37

38 Activities to Teach Core q Activities to Teach Core q Activities to Teach Core 38

39 Activities to Teach Core Activities to Teach Core Activities to Teach Core 39

40 Activities to Teach Core Core Words Plurals Simple Sentences PRC Language Lab Apps to Support and Teach Core Excellent Resources Explore Resources Already Created! Dynavox Implementa0on Toolkit How will YOU get there? Create an action plan: q 40

41 Agenda Thank You! Regulation Updates/ Changes 504 Rehabilitation Act of 1973 IDEIA Definition IDEIA Updates and Changes Determining Eligibility & Services Kelly Key Celebrations Resources/ References PRC AAC Language Lab Resources Dynavox Implementation Toolkit Gail Van Tatenhove Minspeak Website PrAACtical AAC Mayer Johnson (low tech display holders & flip and talk) Chris Klein- AAC User and Inspirational Speaker- Teachers pay Teachers (Trista-B & Jenna Rayburn) Karen Erickson- UNC School of Medicine- Center for Literacy and Disability Studies- Research-Based Core Vocabulary Words Balandin, S. A., & Iacono, T. (1999). Crews, wusses, and whoppas: Core and fringe vocabularies of Australian meal-break conversa0ons in the workplace. Augmenta)ve and Alterna)ve Communica)on, 15, Balandin, S., & Iacono, T. (1998). A few well-chosen words. Augmenta)ve and Alterna)ve Communica)on, 14, Banajee, M., Dicarlo, C., & Stricklin, S. B. (2003). Core vocabulary determina0on for toddlers. Augmenta)ve and Alterna)ve Communica)on, 19, Marvin, C., Beukelman, D., & Bilyeu, D. (1994). Vocabulary-use pakerns in preschool children: Effects of context and 0me sampling." Augmenta)ve and Alterna)ve Communica)on, 10, Robillard, C., Mayer-Crikenden, M., Minor-Corriveau, M., & Belanger, R. (2014). Monolingual and bilingual children with and without primary language Impairment: Core vocabulary comparison. Augmenta)ve and Alterna)ve Communica)on, 30, Stuart, S., Beukelman, D., & King, J. (1997). Most frequently occurring words of older adults. Augmenta)ve and Alterna)ve Communica)on, 13,

42 Lists of Core Vocabulary AAC Lists hkp:// High Frequency Reading/Wri0ng Lists high_frequency_words.pdf hkp://textproject.org/topics/core-vocabulary/ 42