Minspeak Academy online course

“In 2015, our school division began working to build capacity among general and special education staff to improve support and instruction for students who have complex communication needs. As we moved towards selecting more robust core-based AAC systems, we needed to ensure all stakeholders had a foundational understanding of evidence-based AAC implementation strategies and literacy practices. Additionally, we recognized that family support was critical to our vision. When families are empowered as equal partners and have shared responsibility for learning, students have the highest potential for success.

Research suggests that traditional in-service training alone rarely results in the implementation of learned skills (an implementation rate of 10% or less [Bush, 1984]). Therefore, traditional training alone may not elicit autonomous AAC implementation skills with long-term success. We developed a coaching model which is partner/coachee-focused, based on trust building, fostering self-directed learning, and self-generated problem-solving. We meet coachees at their current level of knowledge and experience from individuals with no prior experience with AAC to those wanting to further their practice by incorporating AAC into literacy and advanced general education coursework. Coachees have autonomy in the coaching process and are offered coaching support options (e.g., virtual vs. in-person conversations, coach observation with feedback, coach modeling use of AAC implementation strategies during a lesson or activity, and coach support adapting lessons). We developed and use a Compass for Guiding Principles as our anchor to ensure all communication partners begin with a foundational understanding of best practices for AAC implementation (access, modeling, attributing meaning, wait time, with an emphasis on core vocabulary). When an understanding of the guiding principles has been established, a self-reflective rubric and planning guide are used to develop coachee goals and guide the focus for coaching support. Our Road to Successful AAC Implementation Planning guide encourages and organizes a plan for ongoing coaching support. The Compass is also used to guide data collection during classroom visits and coach modeled activities. This data is used to facilitate meaningful and focused reflection conversations. The positive impact of our coaching model is evidenced by the significant number of individuals (staff and families) who have participated in coaching on a recurring basis as well as the increase in staff engagement in the process for students to receive robust AAC.”