Loudon & FCPS staff have both found in the past that a very set, structured schedule (specific days at certain schools) is not effective.

Staff in both counties are experiencing challenges related to brand-new staff. We discussed inclusive tools per the computers that students have.

Loudon generally only does assessments with intense cases/advocates. Otherwise, consultative model.

There is no AT box on the Accommodations page of the IEP. Folks felt positive about not having a box.

Loudoun - email request. no caseload. only does report if requested by the team, otherwise it's summary.

Framing AT in a tiered model has been very helpful in Loudon and FCPS.

Loudon uses "Resource Consideration Guide." When someone calls staff, it is not viewed as a process, just a structured conversation guided by the form. They use the table with the student factors & considerations. AT staff facilitates the conversation.

Who is on team and what is role of parents in Loudon's process/information-gathering? Parents and potentially others (outside providers) may attend the meetings. These meetings do not necessarily occur in an IEP. Teams encourage involvement of the school SLP, but there is a variety of knowledge bases for both SLPs and teachers.

FCPS staff shared that they would like to move away from the "formal" assessment.

Loudon has a set coaching process to support teachers who are new to AAC. FCPS staff asked how they get teachers to do the process. Chris shares that, since the whole team has been involved in the completion of the form and selection process for AT tools, teachers have increased buy-in and this helps with them being willing to participate in the coaching.

LCPS - read and write available to all, show how to use it, available to the parents as well, kids use it, a few very good teachers use it in classes, used to be paid for under special services - now it's under their IT dept b/c it's deployed to all students. they are paying for iPads now as well?? Apps are paid for by special services. uses spreadsheet for tracking devices. uses LAMP most often, if it doesn't fit then look at other apps - always consider 2-3 different options. all teachers have an iPad with communication app based on what their kids are using

LCPS - there is no student who would not get a communication device even if not looking at it - would still place for modeling and hope that student will use it.

documentation - all have access to spreadsheet - just for devices/equipment. for their day - they have spreadsheet for contact notes/visits - justifies their job. also pull data from the spreadsheets to compile how time spent.

LCPS - excel spreadsheet to track placement of tools; documentation log (similar to FCPS visitation log but LCPS uses Google Doc with dropdowns). LCPS doesn't have a shared documentation between all AT folks.

DOC: Loudon: Considerations Resource Guides are shared internally (to see how these are being written across the county, etc.)

Where is the equipment? Separate spreadsheet for tracking. Main inventory, and this where things are checked out to students.

DOC: Thirdly, each staff maintains a Google sheet with what they do (coached a teacher, dropped off a device, etc.). Chris pulls this information together and looks for patterns (e.g., are staff spending too much time dropping off items, how is time relative to AAC?

How do AAC back-ups happen in Loudon? Teacher or SLP at the school does this.

How do they track little items? Where Loudon is hopefully headed is for school depts to buy items.

We also touched on universal Read&Write.

LessonPix is viewed as a Tier 2 AT tool.