Carly Smith, an AAC facilitator and speech‑language pathologist for Huntley Community School District 158, told the board April 17 that the district has tripled the number of students using high‑tech augmentative and alternative communication devices in five years. "We've tripled the number of high‑tech AAC users in the district over 5 years, which is remarkable," Smith said.

The presentation, delivered by Smith and a co‑facilitator identified in the meeting as Debbie, described the district's approach to AAC — from low‑tech picture boards to iPad‑based systems — and the procedures staff use to streamline evaluation, training and device deployment. The presenters said the district uses a consistent, districtwide app layout (TouchChat HD with WordPower) to reduce training time and improve motor‑planning consistency between classroom boards and student devices.

Why it matters: Board members and staff said the work is aimed at increasing meaningful access to communication and instruction for students with complex communication needs. Smith said the district now supports an expanded set of tools, including two eye‑gaze systems in exploratory use for students who cannot access devices with their hands. "It's been really soul filling," Smith said of watching students use eye‑gaze to interact and play.

Presentation highlights included the district's referral and trial timeline (staff said trials can begin the next day after referral), a move to a single primary communication app across many users to speed training, use of an iPad mobile‑device management system to centralize updates and app installs, and a protocol to allow graduating or leaving students to purchase their devices from the district so they do not lose access.

Presenters emphasized devices travel with students. "They go everywhere with the student," Smith said, noting the devices are district property lent on long‑term loan so students can use them at school, in the community and at home. The presenters also described partnerships used to develop durable cases and tactile accessories (a high‑school Project Lead The Way class printed parts with a 3‑D printer) and the district's membership in an assistive‑technology cooperative that provides training and awards recognition for students.

Data provided in the presentation shows high‑tech AAC users rose from about 15–18 in 2018 to 105 in 2025; staff said the increase reflects both faster identification and broader adoption of AAC options rather than a sudden rise in need. Board members asked about topics including home use, whether phones could host the apps, and how sign‑language clubs might partner with AAC users; presenters said phone‑based apps are being explored and that sign‑language is treated as one of many multimodal communication approaches.

Looking ahead, presenters listed continued capacity building (training for dual‑language and ELL populations), more phone‑app pilots for older students and further refinement of device‑purchase protocols for students who transition out of district programs. Board members and administrators thanked the presenters and highlighted a request from a public commenter to protect funding for AAC services if district finances tighten.

The board did not take a policy vote on the AAC items at the April meeting; staff said formal recommendations or budget requests related to AAC would come forward in future agenda items if needed.