The Communication Matrix: Using The Communication Matrix to assess and plan communication development.

The Communication Matrix
Using The Communication Matrix to assess and
plan communication development.
Molly Sharp and Jane Farrall

Today we will explore:
• The Grove Education Centre’s
communication journey.
• The use of The Communication Matrix data
as a school wide approach.
• Using the data to inform practice.
• How the use of the data wall helped us
move further along our journey in being a
communication accessible school.

The Grove Education Centre:
Our communication journey.
• Our communication and AAC
focused journey began 5 years ago.
• Our initial school wide focus was on
developing the understandings associated
with AAC; how it supports communication
development.
• School wide focus on the skills and
understandings associated with Aided
Language Stimulation.

The Grove
Education Centre
and the
Communication
Matrix
4

First section of movie
“Why do we use the
Communication Matrix at The
Grove?”
should be watched here.
Video can be found at:
https://www.youtube.com/watch
?v=e2fpauA0xqA&feature=youtu.
be
5

1.Completing The Communication Matrix
2. Collaborative Moderation.
3. Data Wall.
4. The data informing our practice.
Using The Communication Matrix
and its data as a school
wide approach.

Completing the
Communication
Matrix
7

Second section of movie
“Completing the Communication
Matrix”
be
8

Using the Communication Matrix and
its data as a school wide approach.
Completing The Communication Matrix
• Yearly assessment completed by each
class teacher in term 2.
9

10
• Assessment tool for communication skills from Charity
Rowland and colleagues at Oregon Health and Science
University.
• Provides an assessment of communication skills through
to the development of formal language (usually around
24 months of age).
• Referenced throughout Australian Curriculum Literacy
Continuum.
• Communication skills are shown in 7 levels and with four
reasons to communicate.
The Communication Matrix
(Rowland, 2004)

Seven Levels of Communication
Level 1. Pre-Intentional Behaviour
Level 2. Intentional Behaviour
Level 3. Unconventional Communication
Level 4. Conventional Communication
Level 5. Concrete Symbols
Level 6. Abstract Symbols
Level 7. Language
Levels 4, 5 and 6 overlap and can occur at the same time.
The Communication Matrix (Rowland, 2004)

Four Reasons
to Communicate
To REFUSE things that we don't want.
To OBTAIN things that we do want.
To engage in SOCIAL interaction.
To provide or seek INFORMATION.
The Communication Matrix (Rowland, 2004)

The Communication Matrix: Using The Communication Matrix to assess and plan communication development.

Using the Communication Matrix data
as a school wide approach.
Whole School Moderation
• Whole school moderation process
completed in term 2.
• All leadership, teachers and support
staff (SSO’s) take part in the
moderation process.
• Each student’s Communication Matrix
data is shown and a level 1-7 is
assigned.
20

Third section of movie
“The Collaborative Moderation
Process”
be
21

Collaborative Moderation
Reflection
• “Be a mean assessor and a kind
teacher” David Koppenhaver,
(every year).
• A formal collaborative assessment
process to be introduced.
22

23
Collaborative Moderation Reflection:
Using The Communication Matrix to support
students with developing verbal language.
2018 2019

Data Wall
Each student’s Communication Matrix data
set and their AAC system is displayed on
‘The Communication Data Wall’; student
progress over the last 3 years can be seen and
progress monitored.
24
Using the Communication Matrix and
its data as a school wide approach.

25
•Data walls provide a quick visual
reference for all students and for each
student’s growth and achievement.
•Helpful in supporting discussions around
planning and intervention.
•Help shift the focus from an individual
student’s progress within a year or a
classroom, to progress over time and
across classrooms. This then shifts the
focus to all staff working together over
time to create progress for all students
over the long term.
•Data walls provide support for
discussions around progress over the long
term.
The Communication
Matrix Data Wall

Fourth section of movie
“The Moderation Process”
be
26

The Communication
Matrix and its
impact on our
practice

Impact on practice
Communication PLC guiding questions:
- How can we increase capacity in staff to effectively model a range
of communication functions across the school day?
• How can we provide scaffolding for staff to increase their
knowledge of where language is located in Proloquo2go and PODD
to develop effective communication modelling across the school?
Request objects Clarify or specify - for
example in the case
of something is wrong.
Request activity Comment
Request a turn Express an opinion
Request action Ask a question
Respond/acknowledge Answer
Inform (draw attention
to something)
Reject protest/
complain

.
Modelling Blitz
• Focus on whole school
communication modelling
during unstructured times
throughout the day.
• Fortnightly Modelling Blitz focus.
• Offer vocabulary suggestions aligned with
a range of communication
functions.

Folder/Pathway of the Week
Over 2 years The Grove had
a school wide focus on 'Word of the
Week' from the AssistiveWare Core
Word Classroom.
Folder/ Pathway of the week.
- Increase staff members
knowledge of where language is
located in Proloquo2Go and PODD.
-This aimed to develop more
effective communication modelling
across the school.

Fifth section of movie
“The Communication Matrix Data
Wall”
be
33

Sixth section of movie
“The Communication Matrix”
be
34

Impact on practice: Student Focus
2018 Level 3

The Communication Matrix: Using The Communication Matrix to assess and plan communication development.

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