October 22, 2016 Fort Garry Hotel

Student Specific Planning:An Ongoing Process

Verena Krueger

Support Teacher

Deaf & Hard of Hearing

Integrated Support Services

Winnipeg School Division

vkrueger@wsd1.org

Karen Graham

Program Teacher

Deaf & Hard of Hearing Program

Kelvin High School

Winnipeg School Division

kgraham@wsd1.org

Overview: Considerations

Student Profile

Domains

Activity!!!

Debriefing!!!

Implementation Plan

Accountability

Roles

More ‘good to know’ info…

Questions???

When you’ve met one child with hearing loss –you’ve simply met ONE child with a hearing loss.

Before developing the IEP…consider:

• Ensure goals are linked to curriculum

• Audiogram

• Communication, language & culture

• Etiology

• Age of diagnosis; age of intervention

• Age of language acquisition

• Additional learning challenges

• Observations and classwork

• Oral/signed/written expression

• Formal assessments (SLP, Psychology, ASL Specialist, Reading Clinician, AV Therapist, OT/PT)

• Parental requests & preferences

POTENTIAL TEAM MEMBERS

IN SCHOOL TEAM

• STUDENT

• PARENT(S)/GUARDIAN(S)

• CLASSROOM TEACHER(S)

• RESOURCE TEACHER

• SPECIAL ED RESOURCE TEACHER

• PRINCIPAL/ADMINISTRATOR

• GUIDANCE COUNSELLOR

SCHOOL SUPPORT TEAM• SPEECH & LANGUAGE PATHOLOGIST

• TEACHER FOR DEAF & HARD OF HEARING

• AUDIOLOGIST

• AUDITORY VERBAL THERAPIST

• ASL SPECIALIST

• SMD SERVICE COORDINATOR

• PSYCHOLOGIST

• READING CLINICIAN

• SOCIAL WORKER

• OCCUPATIONAL THERAPIST

• PHYSICAL THERAPIST

Student Profile – creating a complete picture by sharing information

• Is a summary of what the team knows about a student• History & background information

• Summary of diagnostic and assessment information

• Interests, strengths & learning styles

• Current levels of performance

• Identifies priority learning needs

• Guides the team in determining appropriate educational programming and developing the student-specific plan

Current Level of Performance – consider:(for each specific domain)

• What is the student able to do?

• Have various sources of information been considered?

• Is the information organized according to domains?

• Is each current level of performance written

in precise objective and measurable terms?

• Are student needs identified and prioritized?

History and Background

K

Diagnostic Summary (e.g., medical, cognitive, adaptive)

Interests, preferences,Learning Styles

Current Level(s) of performance

Domain

Domain

Domain

Priority planning needs

Student Profile

History and

Background

• Age 10; grade 4

• Bilateral SN hearing loss – identified at age 4.5 years

• Bilateral digital hearing aids – rec’d 2 months after diagnosis

• Personal FM system (consistent use)

• EAL – Tagalog; arrived in Canada – age 2

• Reading level – grade 1

• Spoken English – severe language delay (primary communication)

• ASL – basic conversational skills

Diagnostic

Summary

• Moderate to Severe bilateral SN hearing loss

• Slightly better hearing in left ear

• LVAS (avoid head injury)

• Vision impairment (wears glasses)

• Weak verbal reasoning & auditory memory

Interests,

Preferences,

Learning Styles

• Art

• Computer/iPad

• ASL

• Visual learner

• Needs frequent movement & listening breaks

Current Levels of

Performance

Domain – English

• Smaller lexicon; narrower range of context (PPVT - .1 %ile)

• Grammar – uses some pronouns (1st person), verbs (present tense only)

and adjectives (color, size, emotion)

• Written – very basic 3 to 4 word sentences

Domain - Auditory skills

• Can identify basic vocab – food, names, colors, sets of 12, quiet setting,

close proximity to the speaker – 90% accuracy

• Repeats 4-5 word ‘unfamiliar/limited context’ sentences -70% accuracy

• Follows familiar 3 step directions in a structured therapy setting, 70%

accuracy

Domain – Self Advocacy

• Can identify when amplification is not working; tells EA; assists in

troubleshooting (ie: tests battery, switch FM receivers)

• Indicates that she is HH but cannot describe hearing level in functional

terms

• Communication repair strategies – requests repetition from ‘familiar’

communication partners

Priority Planning Needs• Expand written work to include adjectives & basic prepositional

phrases

• Expand lexicon using curriculum vocabulary & categories of words

• Expand use of pronouns (3rd person & possessive), adjectives

(shape, quantity - see Bracken), verbs (past, regular & irregular)

• Follow familiar 3 step directions in the classroom setting (using FM

system)

• Expand repertoire of ‘communication repair’ strategies (ie: request

to move to a quieter setting, ask ‘did you say…?’, repeat message or

part of message back to the speaker to clarify)

• Describe hearing loss, to a familiar communication partner, in

functional terms (ie: I can understand my mom’s speech on the

telephone, but not other people’s speech; I can hear our dog

barking in the house, but I cannot hear the doorbell; I only hear

VERY loud sounds when my hearing aids are ‘off’…)

SOCIAL/EMOTIONAL

RECREATIONAL/LEISURE

VOCATIONALACADEMIC LITERACY & NUMERACY

COMMUNICATION

INDEPENDENT LIVING/SELF ADVOCACY

MOTOR

STANDARD IEP

DOMAINS

SELF MANAGEMENT

COMMUNICATION

ENGLISHASL

DHH SPECIFIC

DOMAINS

Non Manual Markers

Fingerspelling

Classifiers

Spatial Markers

Listening/Auditory

Speaking/Speech

VocabularyGrammar

Pragmatics

By John Luckner, Ed. D.

Professor – University of

Northern Colorado

PRIORITIZING

• Many IEPs for Deaf or hard of hearing

students will have more than 3 domains

• Consider:

– parental choice/priorities

– student priorities

– age & stage of development

– impact on sense of self

– time restrictions & resources available

Domain: Self AdvocacyCurrent Level Of Performance

Izzy is able to request specific accommodations for her hearing loss & communication needs when communicating with an ‘informed’ communication partner (ie: preferential seating, use of personal FM, sign support, better acoustic environment).

Self AdvocacyStrengths/Interests/Motivators

Izzy enjoys working in small groups. She prefers to relocate to the resource room or library for better acoustics & improved communication.

Izzy is interested in athletics, particularly soccer and track & field, and enjoys chatting with her classmates about sports.

Self AdvocacyStudent Specific Outcome

Izzy will independently request an ‘uninformed’ communication partner (ie: student partner, substitute teacher, guest presenter) to wear her FM Transmitter, without prompting, 4/5 times by June 2016. Izzy will describe the benefits of FM use, as required.

Self AdvocacyPerformance Objectives

Izzy will request:

•a familiar student partner to wear FM transmitter during partner work in Science class

•a new student partner to wear the FM transmitter during partner work in Science class

•a guest speaker to wear the FM transmitter during a guest presentation in Science class

Self AdvocacyStrategies/Materials

FM system transmitter, FM receivers

Audiologist - counselling re: amplification use

Practise advocating for appropriate FM use with ‘informed/trusted’ communication partners (ie: TDHH, Resource Teacher, EA, Parent)

EA, TDHH & parent - model various scenarios

Meet with DHH role model to discuss FM use, experiences & strategies

IT’S YOUR TURN!!

Please join a group!!

An IMPLEMENTATION PLAN takes

the IEP

right into the learning environment!!!

An Implementation Plan requires that:

• An appropriate IEP, which includes practical, effective, instruction and assessment strategies, is in place

• The identified learning outcomes and strategies are clearly understood by all team members involved on a day to day basis (the front line folks)

Developing an Implementation Plan• List the events and activities in the student’s day

• Classroom timetable

• Individualized schedule

• Review the outcomes the student is working to achieve

• Identify the supports, strategies and interventions

• Gather the materials required

• Determine assessment criteria and processes

• Identify appropriate learning environments

• Name team members responsible for implementing plan on a daily basis

Individual schedule – considerations:

SSO – in the classroom (differentiated instruction)

o Vocabulary

o Grammar

o Reading comprehension

o ASL

o English

o Numeracy

o Self Advocacy

o Reinforce speech targets

Individual schedule – considerations:

SSO - alternate settingo Speech artic (concentrated)

o Auditory training

o ASL

o English – expressive vocabulary &

syntax

o Academic tutoring (high school)

o Quiet work time (listening break)

o Amplification checks & awareness

of hearing loss

o News

Gather the Materials

Bin with all special materials and adaptationso Listening Room activities

oPicture sequence stories

oManipulative Visual Language materials

o iPad (with communication apps)

o Learning Frames/Graphic Organizers

Amplification kit o Spare hearing aid batteries

o Listening tube/stethoset

oBattery tester

o FM patch cord & splitter

Accountability & Documentation Establish a binder with a section for each domain, including:

• Student Profile• A page for each SSO• Daily record keeping sheets for classroom observations and

documentation on specific goals• Weekly schedule and daily time table indicating SSO to be done in an

alternate setting (AV therapy, speech therapy, etc.)• Information on special devices (FM system and maintenance, hearing aid

batteries and care kit• Communication accommodations & adaptations• Outline of roles & responsibilities

If daily record keeping and observations are in place, data is available and it is easy to evaluate and set new goals!!

Daily Recording Sheet – Amplification

Amplification – Use & Maintenance

Monday Tuesday Wednesday Thursday Friday

Gave FM mic to the teacher

Charged FM at the end of the day

Changed batteries in hearing aid

Week: __________________________________________

Comments: ________________________________________________________________________________

Daily Recording Sheet – Speech

Final Consonants

Monday Tuesday Wednesday Thursday Friday

boot

bean

ball

bone

bat

Week: __________________________________________

Comments: ________________________________________________________________________________

STUDENT OUTCOME RUBRIC (MB.ED)

Domain Target Skill Responsibility/Independence/CitizenshipReporting to homeroom

Level at YearEnd

Current level of performance

Jim arrives at school at 8:45 a.m. daily. He avoids going to his homeroom an average of three days a week. Instead of going to his homeroom, he wanders the halls or goes to the resource room.

1Much less than

expected

Jim will report to his homeroom at 9:00 a.m. with verbal reminders and physical prompts 75% of the time by the end of June 2010.

2Somewhat less than expected

Jim will report to his homeroom at 9:00 a.m. with a verbal reminder 75% of the time by the end of June 2010.

3Expected (SSO)

Jim will independently report to his homeroom at 9:00 a.m. 50% of the time by the end of June 2010.

4Somewhat more

than expected

Jim will independently report to his homeroom at 9:00a.m 70% of the time by the end of June 2010.

5Much more than

expected

Jim will independently report to his homeroom at 9:00 a.m. 90% of the time by the end of June 2010.

DOMAIN: Choose an item.

TERM 1 TERM 2 TERM 3 TERM 4

Student Specific

Outcome

TERM 1 COMMENTS:

TERM 2 COMMENTS:

TERM 3 COMMENTS:

TERM 4 COMMENTS:

Roles & Responsibilities

Resource Teacher/SERT

o Coordinate team; gather/organize informationo Plan & facilitate IEP meetingso Facilitate systems for sharing information & documentationo Liaise with Clinical Serviceso Schedule EA & student timetableso Evaluate, assesso Communicate with parents

Classroom Teacher

o Daily instruction & implementation of IEP goalso Share information with team & document progresso Collaborate with EA in the classroom to ensure inclusion & accesso Evaluate, assesso Communicate with parents

Roles & Responsibilities

EA o Facilitate communication (FM, Computerized Notetaking, ASL/English Interpreting)

o Daily implementation of IEP goals under the supervision of the classroom teacher, SERT or resource teacher

o Communicate with the classroom & resource teachers o Troubleshoot amplificationo EA – does not communicate directly with parents

Note: the primary role is to facilitate communication and ensure access for the Deaf or hard of hearing student(s) in all educational settings.

Roles & Responsibilities

Parents oProvide relevant background information to IEP teamoShare goals/vision for their childoCommunicate regularly with CT, RT, SERT & provide

feedbackoSupport IEP goals outside of the school environment

Student oProvide feedback re access services, tutoring services, timetabling, etc.

oCommunicate personal goals/vision to ‘in school’ teamoAttend & participate in IEP meetings (middle & senior

years)

Roles & Responsibilities

SchoolSupport Team

o Establish DHH specific goals in collaboration with the school team

o PD &/or training for school teamo Gather information & share with the school teamo Evaluate, assesso Communicate with parents, school team

Administration o Support IEP: Ensure appropriate EA staffingProvide appropriate learning environment within the schoolCommunication with ‘in school’ & ‘school support’ teamReview & sign IEP document

Roles and ResponsibilitiesAuditory (Example)

• EA to check FM system every morning using Ling 6 sound test, Student to produce sound ( ah, ee, oo, ss, sh)

• AV therapist/ SLP to collaborate with/ SERT/ TOD to provide programming and materials

• EA to implement program in a quiet setting

• EA to document daily observations of

Performance objectives in binder

Evaluation:

A snapshot; the judgement of where a student is

and has come in his/her development.

• Video tapes of ASL or English language samples

• Formal clinician assessments (SLP, AVT, Audiology, Reading Clinician…)

• Recommend:

• Audiological assessment – annually

• Language assessment – every 2 years

Assessment:

The ongoing process of gathering evidence of what a child is able to do and identifying learning needs (review, revise…).

• Student portfolios/written language samples

• Classroom Observations (EA & CT daily

documentation)

• Running records (reading)

• Reading comprehension assessment

Implement the IEP• Establish and implement a

daily plan.

Review, Evaluate, and Revise the IEP• Review and revise regularly.• Evaluate annually.

Develop and Write the IEP• Identify programming direction.• Categorize priority learning needs.• Describe current levels of performance in

identified domains.• Develop student-specific outcomes in

identified domains.• Develop performance objectives for each

student-specific outcome.• Develop student outcome rubrics, if desired.• Write the IEP.

Develop or Revise the Student Profile• Identify members of the

collaborative team.• Gather information.• Share information.• Create or revise the student

profile.

Not a legal document…but…

• IEP goals should be established (at least a rough draft) within 6 weeks of the beginning of the school year

• Send the ‘draft’ home asap…it can be reviewed by parents prior to the first ‘big’ IEP meeting

• MB Ed mandates – 2 IEP meetings per year• Choose 4 – 5 domains (priorities); make it ‘doable’• IEP (especially performance objectives) should be ‘fluid’ – reviewed/revised

every 6 weeks (no ‘ongoing’ goals)• Report on performance objectives during each reporting period; send an

IEP ‘report’ home with the child’s report card

Resources/Websites

www.edu.gov.mb.ca/k12/specedu/iep/pdf/planning/student_specific_planning.pdf

http://www.edu.gov.mb.ca/k12/docs/support/dhh_resource/

www.gov.mb.ca/healthychild/publications/protocol_swsn.pdf

Bridging to Adulthood: A Protocol for Transitioning Students with Exceptional Needs

Resources/Websiteshttp://successforkidswithhearingloss.com

Resources for self advocacy, audiology, auditory skills, adaptations, Karen Anderson checklists

www.lifeworks.mb.ca

Transition planning, PATH feedback & recommendations, excellent links to agencies & community resources

http://www.adevantage.com/Resources.html

Link to multiple resource related to Deaf & hard of hearing education

Resources/Websites

http://www.handsandvoices.org/resources/docs.htm

Parent advocacy

http://www.oticon.ca

Hearing aid, FM system

www.listeningtree.ca (membership fee)

Auditory verbal therapy

www.Gallaudet.edu/clerc.center.html

ASL & Deaf culture