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THE SCOOP

  • 5 sessions                   

  • All skill levels                      

  • Attend live or watch recordings         

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THE SCHEDULE
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The live class sessions for this series will meet via Zoom on Wednesdays, 4:30-6:00PM ET/1:30-3:00 PM PT on the following dates:

Session 1 - September 18, 2024
Framing the Data Question & Creating a Plan

Session 2 - September 25, 2024
Developing & Using Data Collection Tools

Session 3 - October 2, 2024
Data Specific to AAC

Session 4 - October 9, 2024
Data Specific to AAC & Literacy

Session 5 - October 16, 2024
Analyzing & Learning from the Data

Data Tracking for Effective AAC Systems & Services

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Data collection is often a looming task in the provision of services to individuals who use assistive technology and for service providers to track the effectiveness of their projects. What do you measure? Why do you collect data? How do you frame the data collection process and question so that what is being collected is essential and makes sense?

During this 5-part webinar series, glean 40 years of experience in assistive technology from Kelly Fonner to learn effective and efficient strategies to collect data in the provision of services to your AAC clients. We will be using the “How do you know it? How do you show it? (P.Reed, G.Bowser, J.Korsten) book as a resource throughout the series. We will explore how data collection is structured in assistive technology, with AAC examples of measurement tools and strategies, and the importance of why you measure data and outcomes. Understand the important ways in which we can collect information in AAC, which helps make informed decisions on product selection and/or strategies for the implementation of products.

Kelly will share real life case studies from individuals on her caseload during AAC assessment and implementation. Build your short and long-term data collection strategies and a variety of methods of compiling information and tracking services and AAC tool provision. Examples will be plentiful throughout the series, including collecting data from video, reviewing collected artifacts, surveying, and creating effective matrices for evaluation. Attend with a particular child/student/situation in mind to build a data collection process for and/or data from a collection process that you’ve already done to share with other attendees. Finally, and most importantly, be prepared to get plenty of ideas on how to add data collection in a practical way to your already busy day.
7.5 
CMH
LIVE
OR wATCH ON-DEMAND
12
mONTHS OF ACCESS

WHAT'S INCLUDED

  • 5 Modules
  • Live classes & 12 months of access to recordings
  • CMH, Certificate Provided 
  • Multimedia, hands-on  learning experience
  • Online classroom community 
  • Loads of resources!

Data that works for you

Learn how to ditch the data collection 'box' and find strategies that compliment your educational or intervention approach. 

Support meaningful progress

Is your data collection grind holding you (and your students) back?  Level-up your strategies to support meaningful and measurable progress. 

Learning Objectives

Upon completion of each part of this series, learners will attain the following objectives and use a combination of assessment methods to determine growth across objectives.

Session 1: Framing the Data Question & Creating a Plan

  1.  Determine times that data collection/analysis is needed in order to effectively serve a person using AAC.
  2.  Describe at least 2 differences between quantitative and qualitative d ta collection in AAC.
  3.  List at least 4 ways in which data can be collected in measuring AAC effectiveness.
  4.  Give an example of long-term and short-term data collected in AAC Service provision.

Session 2: Developing & Using Data Collection Tools
  1.   Give examples of at least 3 types of data collection and their use in AAC.
  2.  Describe the process of interviewing a student using the resource, “Hey Can I try that?”
  3.   Evaluate a data tool for effective and efficient components.

 Session 3: Data Specific to AAC
  1.  Utilize researched-based expressive communication tools such as the Communication Matrix to determine the communicative function and behavior utilized by at least one student/person who is described as an emergent or early communicator.
  2.  Describe two characteristics of AAC data tools that rely upon language sampling.
  3.  Describe two characteristics of AAC data tools that measure specific language skills.

 Session 4: Data Specific to AAC & Literacy

  1.  Utilize researched-based reading tools such as the Protocol for Accommodations in Reading to determine the effectiveness of reading supports for at least one student/person who is described as an emergent or early communicator.
  2.  Describe two characteristics of literacy data tools that rely upon the collection of artifacts.
  3.  Describe two characteristics of literacy data tools that measure specific reading and/or writing skills.

Session 5: Analyzing & Learning from the Data

  1.   Analyze a data set and create a chart or graph to demonstrate the outcome of AAC tool effectiveness and service provision.
  2.  List at least 3 factors that impact the reliability of data collection.
  3.  Utilize the course content to collect a set of data that informs decision-making for AAC products or services in a local case.

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Continuing Education Credit

This series offers eligible students a total of
 7.5 certification maintenance hours (CMH)

Learn more about CMH/PDH (versus CEU's or continuing education units) on your course syllabus and on our CEU Page. All learners are encouraged to confirm that this course meets the requirements of their licensing board before purchasing.  
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Meet the instructor

Kelly Fonner

Kelly Fonner, MS is a self-employed consultant and trainer in assistive and educational technology. She has a BS in Special Education from Millersville University and an MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from The Johns Hopkins University. Her continuing education and research have been in Adult Education and Special Education Technology at the University of Wisconsin – Milwaukee. She holds an Assistive Technology Applications Certificate of Learning from California State University - Northridge.

Kelly has been a teacher, para-educator, instructional media specialist, assistive technology specialist, and education consultant, and is currently a self-employed consultant in assistive technology and is an online teacher and IEP member of students with complex communication and learning needs. She has worked for a statewide AT project on several federal AT-related grants and has been an instructor in university courses on AT. Kelly is also a family member of individuals with physical challenges and with Asperger's. She is a leadership member of QIAT & the WI AAC Network, & a co-author of two QIAT books.
For over 35 years, Kelly has presented at schools, conferences, & to families across the US, and internationally in Australia, Brazil, Canada, and South Africa. She speaks on a wide range of topics, including assisted writing, augmentative communication, computer access, electronic literacy, study skills, assistive technology assessment, and implementation strategies. Each year, she works with approximately 20 school-based teams supporting students and the implementation of AAC & electronic literacy implementation in the classroom.
Kelly is available to do seminars, webinars, consultations, and workshops. Her website is www.kellyfonner.com.
Patrick Jones - Course author

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