Download IEP Planning for DHH Students – Making it a Working Document

October 22, 2016 Fort Garry Hotel
Student Specific Planning:
An Ongoing Process
Verena Krueger
Karen Graham
Support Teacher
Program Teacher
Deaf & Hard of Hearing
Deaf & Hard of Hearing Program
Integrated Support Services
Kelvin High School
Winnipeg School Division
Winnipeg School Division
[email protected]
[email protected]
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:
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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
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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
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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?
Student Profile
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
History and
Background
Diagnostic
Summary
Interests,
Preferences,
Learning Styles
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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
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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
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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’…)
ACADEMIC
LITERACY &
NUMERACY
STANDARD
IEP
DOMAINS
VOCATIONAL
SOCIAL/EMOTIONAL
COMMUNICATION
INDEPENDENT
LIVING/SELF
ADVOCACY
SELF
MANAGEMENT
RECREATIONAL/
LEISURE
MOTOR
DHH
SPECIFIC
DOMAINS
ENGLISH
ASL
Non Manual
Markers
Listening/
Auditory
Speaking/
Speech
Fingerspelling
COMMUNICATION
Classifiers
Pragmatics
Grammar
Vocabulary
Spatial
Markers
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 Advocacy
Current 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 Advocacy
Strengths/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 Advocacy
Student 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 Advocacy
Performance 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 Advocacy
Strategies/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 setting
o 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 adaptations
o Listening Room activities
o Picture sequence stories
o Manipulative Visual Language materials
o iPad (with communication apps)
o Learning Frames/Graphic Organizers
 Amplification kit
o Spare hearing aid batteries
o Listening tube/stethoset
o Battery 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/Citizenship
Reporting to homeroom
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.
1
Much 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.
2
Somewhat 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.
3
Expected (SSO)
Jim will independently report to his homeroom at 9:00 a.m. 50% of the time by the end of June 2010.
4
Somewhat more
than expected
Jim will independently report to his homeroom at 9:00a.m 70% of the time by the end of June 2010.
5
Much 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.
Level at Year
End
D OMAIN :
Choose an item.
TERM 1
Student Specific
Outcome
T ERM 1 C OMMENTS :
T ERM 2 C OMMENTS :
T ERM 3 C OMMENTS :
T ERM 4 C OMMENTS :
TERM 2
TERM 3
TERM 4
Roles & Responsibilities
Resource
Teacher/SERT
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Coordinate team; gather/organize information
Plan & facilitate IEP meetings
Facilitate systems for sharing information & documentation
Liaise with Clinical Services
Schedule EA & student timetables
Evaluate, assess
Communicate with parents
Classroom
Teacher
o
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o
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Daily instruction & implementation of IEP goals
Share information with team & document progress
Collaborate with EA in the classroom to ensure inclusion & access
Evaluate, assess
Communicate with parents
Roles & Responsibilities
EA
o Facilitate communication (FM, Computerized Notetaking,
o
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o
o
ASL/English Interpreting)
Daily implementation of IEP goals under the supervision of the
classroom teacher, SERT or resource teacher
Communicate with the classroom & resource teachers
Troubleshoot amplification
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
Student
o Provide relevant background information to IEP team
o Share goals/vision for their child
o Communicate regularly with CT, RT, SERT & provide
feedback
o Support IEP goals outside of the school environment
o Provide feedback re access services, tutoring services,
timetabling, etc.
o Communicate personal goals/vision to ‘in school’ team
o Attend & participate in IEP meetings (middle & senior
years)
Roles & Responsibilities
School
o Establish DHH specific goals in collaboration with the
Support Team
school team
o PD &/or training for school team
o Gather information & share with the school team
o Evaluate, assess
o Communicate with parents, school team
Administration o Support IEP:
Ensure appropriate EA staffing
Provide appropriate learning environment within the school
Communication with ‘in school’ & ‘school support’ team
Review & sign IEP document
Roles and Responsibilities
Auditory (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
Develop or Revise the Student
Profile
• Identify members of the
collaborative team.
• Gather information.
• Share information.
• Create or revise the student
profile.
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.
Implement the IEP
• Establish and implement a
daily plan.
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/Websites
http://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