At Tier 2, teachers and SLPs begin to identify individual students whose communication needs are not being met within the communication-rich environments provided in Tier 1. Teachers utilize the data collected in Tier 1 to identify additional supports and strategies. Teachers and SLPs gather more specific data and trial use of additional equipment. AAC Specialists consult with site level teams to give strategies and  provide equipment for trial.

Roles and Responsibilites of Site Level IEP Team Members

Identify additional needs

Request informal assistance from AT

Implement suggested strategies and supports

Collect data on newly implemented strategies or equipment use to determine what's working or what's not working

Follow district procedures for repair and maintenance of equipment

Write AT supports and equipment in IEP Special Factors

Roles and Responsibilites of AT Specialist

Provide consultation for individual students

Support trials with technology

Provide training in specific devices

Model use of low-tech and mid-tech strategies and supports

Follow district procedures for repair and maintenance of equipment

Provide information and resources regarding AT

Equipment/Supports

A.    Object systems

B.    Picture Symbol Systems

C.    Conversation Books/Photos

D.    Multiple message devices with levels designed for specific student

E.    Partner assisted scanning opportunities

does this go under access?

Modifications/Data collection

A.    Information about Symbol use-

1.    try other representations (e.g., photos, text)

2.    try color coding/background

B.    start tracking messages used with system (e.g., mini language samples)

C.    language functions used with system

D.    determine what type of vocabulary layout is appropriate

-topic vs. grammatical vs. pragmatic (use different types of template)

E.    access methods as it impacts AAC

Training

A.    individualizing systems for students

B.    continued operational training for software and hardware

C.    implementation of more specially designed systems

D.    data collection

E.    smaller number of participants

F.    more parent involvement