Planning the Alternative PL Assignment

This professional learning (PL) plan is built to support my AAC innovation plan by helping teachers actually feel confident using AAC in their classrooms. Not just knowing what it is, but really using it in a way that supports student independence and communication. Too often, AAC ends up being something that “belongs” to the SLP, when in reality it should be a natural part of the classroom.

The goal here is to move away from those one-and-done, compliance-based PDs and instead build something ongoing, practical, and actually useful. This plan focuses on helping teachers integrate iPads with Proloquo2Go into everyday instruction so students with complex communication needs can fully participate, engage with peers, and build real-life communication skills.

II. Incorporating the 5 Key Principles of Effective Professional Learning

Extended Duration
This isn’t a one-time training. It runs throughout the school year so teachers have time to learn AAC, try it out, mess up a little, adjust, and get better. We’ll have regular check-ins and reflection points to keep things aligned and moving forward.

Ongoing Support
Teachers will have support from SLPs, AAC-trained staff, and campus mentors. Instead of figuring it out alone, they’ll get real-time coaching, troubleshooting, and feedback during actual classroom use. We’ll also build in PLC time and classroom support visits so help is always accessible.

Active Engagement
Teachers won’t just sit and listen but actually use AAC. That means modeling on devices, creating communication opportunities, and designing lessons where students actively use their devices. They’ll try things out, reflect, and share what’s working (and what’s not).

Leader Modeling
Leaders, SLPs, and mentor teachers will model what AAC integration looks like in real classrooms. This includes co-teaching, demonstrating strategies, and showing that it’s okay to not be perfect. The goal is to normalize AAC use across the campus.

Discipline-Specific Focus
AAC won’t be taught as a separate thing, it’ll be embedded into content areas. Teachers will learn how to support communication in their actual lessons.

For example:
ELA: using AAC for storytelling and responses
Math: supporting problem-solving language
Science: participating in experiments and discussions
Life skills: real-world communication and independence

III. Fostering Collaboration

Collaboration is a big part of making this work.
Within Classrooms: Teachers and SLPs will work together to plan and implement AAC strategies.
Across Teams: Teachers will share what’s working, problem-solve challenges, and learn from each other.
With Families: Families will be included so AAC use carries over beyond school.

The biggest focus is creating a safe space where teachers feel comfortable trying something new. AAC can feel intimidating at first, so we’re building a culture where learning, adjusting, and even struggling a little is part of the process.

IV. Leadership Roles

PL Coordinator (Myself/Administrator):
Oversee implementation, keep everything aligned with the innovation plan, and make sure communication is clear across all stakeholders.

SLPs/AAC Specialists:
Provide expertise on AAC use, model strategies, and support teachers during implementation.

Mentor Teachers:
Support their peers, model classroom integration, and help normalize AAC use.

Department Chairs/Team Leads:
Help with scheduling, encourage participation, and support follow-through.

Administrators:
Show up, support the work, celebrate progress, and make sure teachers have what they need to be successful.

V. Audience Needs

Primary Audience:
K–12 teachers working with students who have complex communication needs.

What they need:

Confidence using AAC (not just awareness)
Hands-on practice with devices like Proloquo2Go
Real examples of what this looks like in class
Ongoing support instead of being expected to figure it out alone

VI. Instructional Design Approach
Framework: Fink’s 3 Column Table (Goals, Evidence, Learning Activities)

This works because it keeps everything aligned. We’re connecting goals, what success looks like, and how teachers will actually learn it.

BHAG (Big Goal):
Teachers will confidently integrate AAC into daily instruction so students can communicate independently, engage with peers, and fully participate in learning.

VII. Schedule and Timeline

Phase 1: Build Awareness & Identify Key Players
August–September

Identify students and classrooms needing AAC support
Train teachers on AAC basics and mindset
Set goals and collect baseline data

Phase 2: Classroom Integration & Coaching
October–January

Teachers begin using AAC during instruction
SLPs provide in-class coaching and modeling
Weekly check-ins and problem-solving

Phase 3: Collaboration & Refinement
February–March

Teachers share successes and challenges
Cross-team collaboration and strategy adjustments
Collect feedback from teachers and families

Phase 4: Reflection & Expansion
April–May

Review data and growth
Celebrate wins (big and small)
Plan for expanding AAC use across more classrooms
VIII. Resources Needed
iPads with Proloquo2Go
Time for teacher training and collaboration
SLP/AAC specialist support
Shared digital space (Google, Padlet, etc.)
Administrative support for scheduling and follow-through
IX. Expected Impact
Teachers feel confident using AAC in real classroom situations
Students show increased communication, engagement, and independence
AAC becomes a normal part of classroom instruction, not something separate
Stronger collaboration between teachers, SLPs, and families
A shift from compliance-based PD to something that actually changes practice and impacts students

References

Crowe, B., Machalicek, W., Wei, Q., Drew, C., & Ganz, J. (2022).
Augmentative and alternative communication for children with intellectual and developmental disabilities: A mega-review of the literature. Journal of Speech, Language, and Hearing Research, 65(2), 726–742. https://doi.org/10.1044/2021_JSLHR-21-00239

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (2nd ed.). Jossey-Bass.

Mertler, C. A. (2020). Action research: Improving schools and empowering educators (6th ed.). SAGE Publications.

Lohmann, M. J., Hovey, K. A., Gauvreau, A. N., & Higgins, J. P. (2019).
Using assistive technology to support preschoolers with disabilities. Early Childhood Education Journal, 47(3), 335–344. https://doi.org/10.1007/s10643-019-00927-8

Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). ASCD.