Describe the student’s use of pragmatic language skills. (e.g., can the student participate in turn-taking, in a small group or class discussion, and express self appropriately in social settings? Is the student responsible for his/her own equipment? (e.g., report when it isn’t working, keeping it charged, changing batteries, taking it to classes, etc.) If needed, does this student know how to use interpreters, captionists, etc.? Describe how the student gains access (e.g., through interpreters, captioning, text to text interpreting, closed captions, etc.) to information presented in the classroom (oral, printed, and video)? What assistive technology devices does the student use and for what purpose(s)? Describe the data used to determine this need. Additional Resources: Building Skills for Success in the Fast-Paced Classroom; Optimizing Achievement for Students with Hearing Loss by Karen L. Anderson & Kathleen A. Arnoldi IEP/Communication Plan for Students Who Are Deaf or Hard of Hearing IEP Checklist Functional Listening Evaluation Iowa Expanded Core Curriculum Current Audiological Assessment Data Example of Present of Academic Achievement and Functional Performance Present Level of Academic Achievement and Functional Performance Present Levels of Academic Achievement and Functional Performance, including how the disability affects the student’s involvement and progress in the general curriculum: (For preschool children include the effect on participation in appropriate activities; Beginning in the 8th grade year or when the child has reached the age of 14, a statement of transition is included.) Communication Status Performance commensurate with similar age peers Academic Performance Performance commensurate with similar age peers Health, Vision, Hearing, Ability Performance commensurate with similar age peers According to a medical report provided by Garnet’s parents, she has a diagnosis of Oppositional Defiant Disorder. Social and Emotional Status Performance commensurate with similar age peers According to a school-wide behavioral data (universal screener), Garnet’s behavior is rated high risk for aggressive behaviors and behavior problems. During the current school year, Garnet has 6 office discipline referrals and has been suspended two days for physical aggression. According to a formal Executive Functioning emotional control rating scale, Garnet has frequent tantrums, overreacts to small problems, and is quick to anger with intensity level higher than same age and gender peers.
Audience Behavior Circumstance Degree/Criterion Evaluation/Method of Measurement Student’s name Observable – See, Hear, Count, Timed Description of instructional materials or circumstances used to teach and eventually assess/measure stated behavior How well the student must perform the skill and the frequency student will be assessed. How (the tool, resource, assessment) the implementer measures student progress. A B C D E Garnet apply a decision-making process (think before act) for self-regulation While accessing a visual prompt when in a collegial discussion 100% accuracy with during 9 of 10 consecutive cooperative group activities Direct measures: checklists, anecdotal recordings Authentic: Student interview Goal Statement: During 9 of 10 cooperative group activities, Garnet will apply a decision-making process (think before act) for self-regulation with 100% accuracy through use of a visual prompt while participating in collegial discussions as measured by checklists, anecdotal recordings, and student interviews. Appendix C Power Verbs
Act Adapt Add Advise Argue Assist down Categorize Change Chart Choose Cite Classify Collaborate Collect Combine Communicate Compare Compile Compose Compute Contrast Control Construct Convert Correlate Counsel Count Copy Create Criticize Critique Debate Decide Decipher Deduce Defend Define Describe Design Develop Devise Diagram Discuss Divide Direct Dramatize Draw Estimate Evaluate Evoke Examine Explain Extend Find Gather Generalize Generate Give examples Graph Help Initiate Illustrate Imitate Include Incorporate Infer Instruct Integrate Interpret Invent Judge Justify Label Lead Limit List Locate Manage Model Modify Multiply Name Negotiate Operate Organize Outline Paint Paraphrase Participate Perform Persuade Plan Predict Prepare Pretend Produce Point out Prioritize Provide Propose Quote Rank Rate Read Rearrange Recall Recite Recommend Reconstruct Record Reorganize Report Research Restate Review Revise Rewrite Say Select Separate Sequence Serve Share Show Solve Sort State Subdivide Substitute Subtract Suggest Summarize Supervise Support Survey Teach Tell Touch Trace Transfer Use Utilize Appendix D Especially DECS