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Listening Skills and the IEP for Deaf/HH Students

Listening Skills and the IEP for Deaf/HH Students. Lori Fitzgerald, Ed. S Program Specialist Christina Delk, Nationally Board Certified, Teacher of the Deaf Jefferson County Public Schools. INTRODUCTIONS. Presenter Introductions Audience Introductions. Defining Listening….

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Listening Skills and the IEP for Deaf/HH Students

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  1. Listening Skills and the IEP for Deaf/HH Students Lori Fitzgerald, Ed. S Program Specialist Christina Delk, Nationally Board Certified, Teacher of the Deaf Jefferson County Public Schools

  2. INTRODUCTIONS • Presenter Introductions • Audience Introductions

  3. Defining Listening… • Listening is a sensory perception that is often intentional. This perception is impacted by hearing loss with severity of impact directly relating to the severity of the hearing loss. • Listening is also a developmental skill. (Ex. Children with new cochlear implants.) Children with hearing loss require instruction, whereas most typically developing children acquire complex auditory skills without effort. • Auditory development is often an early intervention but few children with hearing loss have attained all necessary listening skills by Kindergarten. 83% of deaf and hard of hearing children are mainstreamed in regular education classes. (Anderson & Arnoldi)

  4. Functional Listening Skills • Defined as what a child should be hearing functionally across the continuum of listening skills • Because very few formal tests are available to assess functional listening, it is critical to understand the developmental hierarchy of auditory skills and obtain baseline information regarding discrete auditory skills across that functional continuum. • No one test can describe adequately the scope of a child's functional auditory performance. • Use a variety of protocols and tests to develop a comprehensive assessment usually includes a variety of measures to assess a child's overall auditory, speech, and language skills during a specific point in time. However, these tests can provide valuable information about the functional auditory skills of children as young as 2 years.

  5. How do we assess functional listening? Behavior Observation Observation questions: • Did student understand main idea of the lesson? • Did the students understand the details of the lesson? • How much vocabulary and/or language concepts did the student understand? • Was the student engaged and an active participant during the lesson? • If learning breakdowns occur, what did the student do? • Did the student understand the directions that were given? • Did the student understand information presented orally by peers? • Did the student understand information presented orally by the teacher? • What compensatory strategies did the student utilize? • How did the student use visual cues available during the lesson? • What were the student’s social exchanges with peers? • What strategies did the student use to clarify directions/information/assignments? • Did the student independently initiate work after an assignment had been given? Take data on any behaviors already noted. After lesson perform a comprehension check by asking the student 5-20 questions about lesson to help answer questions. (Anderson & Arnoldi)

  6. Informal assessments • The Functional Listening Evaluation • Access to Curriculum Assessment Tool (ATCAT): TDHH, student, and regular education versions • S.I.F.T.E.R. Screening Tool • C.H.I.L.D. Parent Questionnaire • Listening Inventory for Education-Revised (L.I.F.E.-R.) Student Questionnaire (Can also be used as pre and post data for assistive listening devices) • Performance Checklist for Development of Complex Listening Skills Formal assessments (standardized) • Audiogram • Test of Auditory Comprehension (TAC ) produces a profile of child’s performance on continuum of auditory tasks. The ten subtests go from auditory discrimination to complex stories with competing message background. • Auditory Perception Test for the Hearing Impaired (APT/HI-R) measures discrete auditory skills over the continuum of listening to open-set comprehension, the Test of Auditory-Processing-3 (TAPS-3) can be used to determine success in regular education and to monitor auditory progress, and the Auditory Processing Abilities Test (APAT) assesses higher-level processing of typical language structures and can be used to assess the child's functioning in a mainstream setting.

  7. Where else do we look to gather information? • Audiological Reports • TAC, Speech Reception Thresholds, Speech Discrimination, Functional Listening Tasks • Speech/Language Assessments • Receptive and Expressive Language, Articulation • Listening Comprehension tests or subtests • (KTEA-II, OWLS, TAC) • DASL or SPICE Kit

  8. Preparing for Success

  9. College and Career Readiness Goals Strategies Increase the percentage of students who are college- and career-ready from 34 percent (16,320 students) to 67 percent (32,160 students) by 2015. Increase the Averaged Freshman Graduation Rate from 76 percent (36,480 students) to 90 percent (43,200 students) by 2015. Persistence to Graduation Course & Assessment Alignment Unbridled Learning Accountability Model Targeted Interventions Career Readiness Pathways Acceleration Academic & Career Advising Priority Schools

  10. Common Core Standards- Speaking and Listening College and Career Readiness Anchor Standards • K-12 • Key Ideas include: • Participate in Conversations • Integrate oral information and information from diverse media formats • Requires that students contribute accurate, relevant information • Respond to and develop what others have said • Analyze and Synthesize a multitude of ideas in various domains

  11. Common Core Standards- Speaking and Listening • All grades address: • Engaging effectively in Conversation which includes: • following conversational rules (Large or small group or 1:1 • Asking and answering questions- about what a speaker says • Paraphrase/Summarize/Interpret/Analyze/Integrate purpose of information presented through variety of media- including orally • Engaging in rich meaningful conversations/discussions • responding to questions • Propelling the discussion with comments • Posing questions • Acknowledge new information expressed by others

  12. Standards

  13. Speaking and Listening Grades K-5

  14. Grades K-5 Continued

  15. Speaking and Listening Grades6-12

  16. Grades 6-12 Continued

  17. Listening Goals and the Common Core Standards Speaking/Listening • Engage effectively in a range of collaborative discussions (one-one, in groups, and teacher led) with diverse partners on Grade __ topics, texts and issues, building on others’ ideas and expressing their own clearly. • Recount or describe key ideas or details from a text read aloud or information presented orally or through other media (2) • Paraphrase (4), Summarize (5) a written text red aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. • Interpret (6), Analyze (7) the main ideas and supporting details presented in diverse media and formats (e.g. visually, quantitatively, orally) an explain how the ideas clarify a topic, text, or issue under study. • Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue Language • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • Includes appropriate verb tense use, adjectives, idioms, prepositional phrases, complete sentences

  18. Common Core and the Standards

  19. Proficiency Goals Strategies Curriculum, Assessment & Alignment: CIITS Unbridled Learning Accountability Model KSI/RTI Collection and Use of Data for Program Improvement Literacy Initiative Math Initiative School Readiness and Early Progress • Increase the average combined reading and math K-Prep scores for elementary and middle school students. • By 2015, increase the percentage of distinguished programs in the arts, PL/CS and writing as measured on Program Reviews. • Increase the number of students that will be ready for kindergarten by 50% in 2015-2016 based upon 2012-2013 baseline results. • 90% of 3rd graders will be proficient in math and reading by 2016.

  20. Achievement Gap Goals Strategies Increase achievement for all students in Kentucky so that the achievement gap decreases for all subgroups (African-American, Hispanic, Native American, With Disability, Free/Reduced Price Meals, Limited English Proficiency) from ___% in 2012 to ___% in 2017 as measured by school report cards. (A baseline will be established utilizing the Kentucky state assessment results in 2012.) Best Practices Network Consolidated Planning and Use of Data Alternative Individual Learning Plans Digital Learning Professional Development Progress Monitoring

  21. Where to address on the IEP? • Present Levels of Academic Achievement and Functional Performance • Communication • Academic • HVHM- Health, Vision, Hearing, Motor • Special Factors • Goals and Objectives • Supplementary Aids and Services • Support for School Personnel • Special Education • Related Services

  22. What do Goals/Objectives Look Like? • Given information presented orally, AG will effectively participate in collaborative discussions in the classroom on 8 out of 10 opportunities over 3 consecutive data collections. • AG will interpret the important details of oral directions, including identifying the number of steps in a directions and by paraphrasing directions • AG will answer questions about a grade level passage consisting of two or more paragraphs • AG will use a variety of repair strategies for verbal information she has missed • AG will follow 2-4 step directions given with background noise present • Given information presented orally in the classroom, AC will engage in collaborative conversations and discussions with peers and adults with 70% accuracy over 3 out of 5 consecutive sessions. • AC will answer questions about a passage consisting of two or more paragraphs presented orally. • AC will identify descriptive words, characters, times , and places from a sentence or passage presented orally. • AC will use a variety of repair strategies for verbal information she has missed. • AC will answer questions or provide appropriate comments within classroom discussions

  23. Additional Examples • Given classroom discussions, RE will answer “wh” questions about information or a story that is presented auditorily with 85% accuracy over 3 consecutive sessions. • RE will locate and follow the sound source in the classroom • RE will indicate when she has missed information by asking for clarification or repetition • RE will participate in classroom discussions by commenting, asking or answering questions • In a one-one setting, using his newest Cochlear Implant only, JK will engage effectively in a collaborative discussion by following directions and answering/asking questions with 80% accuracy over 3 consecutive data collections. • JK will follow one step directions • JK will ask appropriate questions or add appropriate comments to a discussion • JK will discriminate between similar sounding words • JK will correctly answer ‘wh’ questions about information presented auditorily

  24. Additional Examples • Given structured listening tasks, AW will follow directions containing 3 critical elements with 80% accuracy as measured over 3 consecutive data probes. • AW will follow directions containing 1 critical element (identify new vocabulary words, e.g. show me__) • AW will follow directions containing 2 critical elements (e.g. get the big house vs get the little house) • AW will follow directions containing 3 critical elements (e.g. put the blue ball under the chair vs put the red star under the bed) • Given structured listening tasks using her newer (left side) cochlear implant, AB will demonstrate targeted listening skills with 80% accuracy over 3 consecutive data probes. • AB will demonstrate detection of environmental sounds. • AB will demonstrate a conditioned listening response to sounds presented at conversational level • AB will demonstrate discrimination of sounds and words differing in length by pointing to pictures/manipulatives (e.g. short discrete vs long continuous, 1 syllable vs 3 syllable)

  25. Questions? Comments? Hopefully, D/HH sample IEP with KDE approval will be available soon! Thank you

  26. RESOURCES • Building Skills for Success in the Fast-Paced Classroom: Optimizing Achievement for Students with Hearing Loss, Anderson, K & Arnoldi, K, 2011, Butte Publications, Hillsboro, OH. • S.P.I.C.E KIT- Speech Perception Instructional Curriculum and Evaluation, Central Institute for the Deaf • DASLII-Developmental Approach to Successful Listening II, Gayle Stout & Jill Windle, Houston School for the Deaf • Allen, Susan & Linda I. Rosa-Lugo. “Assessing Listening Skills in Children with Cochlear Implants: Guidance for Speech-Language Pathologists.” The ASHA Leader. 11 March 2011. http://www.asha.org/Publications/leader/2011/110315/Assessing-Listening-Skills-in-Children-with-Cochlear-Implants--Guidance-for-Speech-Language-Pathologists.htm • KDE Guidance Document for Individual Education Program (IEP) Development, May 2012 • Lori.fitzgerald@jefferson.kyschools.us or (502)485-3275 • Christina.Delk@jefferson.kyschools.us

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