long range plans for the deaf/hard of hearing...

Long Range Plans for the Deaf/Hard of Hearing Population

Presenters: Christina Armfield, MS CCC/SLP Bill Hussey, Executive Director of

Exceptional Children and AIG

Objectives

Participants will:

• understand the implications of a Long Range Plan

• understand the process and how to implement the plan across settings in the least restrictive environment

• apply assessment information and use ongoing data collection

Presentation Outline:

• Review of Long Range Plans

• Overview of research

• Implementing a Long Range Plan

• Team Planning

• Implications of a Long Range Plan

• Case Studies

• Resources

What is a Long Range Plan (LRP)?

• A Long Range Plan (LRP) is a way of comprehensively looking at a child's expected growth over a period of time. The LRP will cover language development, vocabulary development along with academic expectations (especially reading).

Why use a LRP?

-SNAP SHOT VIEW

-Shows the individual goals for

the child in a one year IEP

Long Range Plans

-BIG PICTURE!!

-Tracks the start of

services to the expected time

for dismissal of services.

The Research: taken from a compiled list Sherri Vernelson and Kathryn Wilson created

-One hour daily for every year of language/vocabulary delay

4 years delayed= 4 hours of direct instruction in oral language and vocabulary daily

The Research: taken from a compiled list Sherri Vernelson and Kathryn Wilson created

• Strong grasp of language

• Oral language is crucial for literacy development

• Early identification of language difficulties

• Integrate language development throughout school day

• Language levels should be within 1-2 years of peers in the regular education classroom

Who is appropriate for a LRP?

• Student has severe language delays, and that delay is impacting his/her academic studies

• Student is at risk for retention or OCS program due to their significant language delay

• Language development in the past has been minimal; LRP needed to assess needs

This is a Team Approach!

No ONE person can make this happen.

Team Members • Parent • Special Education Teachers • Regular Education Teachers • Speech-Language Pathologist • Language Facilitator • Deaf/Hard of Hearing Teacher • Audiologist • Sign Language Interpreter • Cued Language Transliterator • Principal/Assistant Principal • EC Director • Program Specialists

How Do I Start?

• Evaluation…Evaluation…Evaluation!!! -Cognitive: verbal and nonverbal measures

-Language: receptive and expressive

-Vocabulary: receptive and expressive

• Language Samples!!!

• Reading Scores

• Developmental Information

• Extensive knowledge of the child’s hearing

Cognitive Evaluations • Wechsler Intelligence Scale for Children® — Fourth

Edition (WISC®-IV)

• Universal Nonverbal Intelligence Test™ (UNIT™)

• Woodcock-Johnson Tests of Achievement (WJ III®)

• Differential Ability Scales-II (DAS-II)

• Comprehensive Test of Nonverbal Intelligence, Second Edition (CTONI-2)

Language Evaluations • Clinical Evaluation of Language Fundamentals® (CELF-4)

• Preschool Language Scales, Fifth Edition (PLS™-5)

• Oral and Written Language Scales-Second Edition (OWLS-II)

• Test for Auditory Comprehension of Language-3rd Edition (TACL-3)

• Comprehensive Assessment of Spoken Language (CASL)

• Test of Language Development-Intermediate, 4th Edition (TOLD-I:4)

• Test of Adolescent and Adult Language - Fourth Edition (TOAL-4)

• Test of Language Development-Primary, Fourth Edition (TOLD-P:4)

Vocabulary Measures • Receptive and Expressive One-Word Picture

Vocabulary Tests, 4th Ed (EOWPVT-4, ROWPVT-4)

• Peabody Picture Vocabulary Test, 4th Ed (PPVT™-4)

• Expressive Vocabulary Test, 2nd Ed (EVT-2)

• CREVT-2: Comprehensive Receptive and Expressive Vocabulary Test -2nd Ed

Language Samples

• Cottage Acquisition Scales for Listening, Language and Speech (CASLLS)

• Bloom and Lahey

• Parrot Easy Language Sample Analysis (PELSA)

Data from the PELSA

Reading Scores

• Diagnostic Assessment of Reading (DAR)

• Gray Oral Reading Test (GORT-IV)

• Test of Word Knowledge (TOWK)

• DIBELS Assessment-screening

Evaluations are completed…Now what?

• Get the parent involved!!

• Pre-meeting to fill out Long Range Plan form

Date Chronological

Age Language Age Vocabulary

Services/Placement Other

Student____________________ Long Range Plan

Sharon Moore, CED LSLS Cert. AVT, NBCT Michele Neal, BS HI, Cert. Cross-Cat., NBC T

Date Chronological

February

•90 minutes HI services

•45 minutes-SLP

•60 minutes- EC Reading

3.5 y. lang gap

3.0 y. vocab

~3.5 hours of

services

February

•30 minutes- SLP

3.0 y. lang gap

2.5 y. vocab

~3.0 hours of

services

February

•30 minutes- SLP

2.0 y. lang gap

1.5 y. vocab

~2.0 hours of

services

February

•30 minutes- SLP

1.0 y. lang gap

.5 m. vocab

~1.0 hour of

service

• Determine roles of each team member

– Hearing Impaired Teacher

– EC Resource Teacher

– Language Facilitator

– Sign Language Interpreter/ Cued Language Transliterator

– Speech-Language Pathologist

Communication Plan Worksheet • All students must have this completed- in our LEA

• Most IMPORTANT question:

– Does the student have the communication and language necessary to acquire grade-level academic skills and concepts in the general education curriculum?

• Drives IEP

• Think about modifications/accommodations

– Modified grading

– Modified assignments

– Classroom Amplification

• IEP meeting to implement plan

• Scheduling...Scheduling… – very difficult…but can be done!

• Planning Team – fill out weekly, bi-weekly, or monthly lesson plans

– should include CORE Vocabulary, Functional Vocabulary, Audition Goals, Language Goals and Reading Program Skills

• Decide how the team will keep data

Team Planning and

Lesson Plans

Team Planning

• Lesson Plans are the glue to hold this process together!!

• Cohesively work on the skills

• Establish data collection methods

• When a skill is mastered then MOVE ON…no time to waste!!

Lesson Plan Specifics

• Language targets

• Vocabulary

– Academic

– Functional

• Reading Skills

• Audition Goals

• Math Skills (if applicable)

Student: 2nd Grade Student School: Elementary Date: 9/12/12-9/26/12 Target Language Structures (CASLLS): Simple Sentence Level Expressive Syntax: Nouns & Noun Modifiers (24 – 30 months) : Conjoins nouns with and. ex: The boy and the girl. The

cat and the dog. Verbs and Modals (24 -30 months): Uses Sentence Pattern 2 , Ex: Boy catch dog, mommy make cookies Prepositions and Pronouns (24-30 months): Uses object pronoun. ( IT) EX: Give it to me. Give it to

mom. Tense and Negation (21-24 months): Uses ing with auxiliary “be” . EX : Mom (is) eating now. He (is)

walking. Classroom weekly Vocabulary: add, dinner, draw, favorite, friend , lunch . Target: I can read and spell

high frequency words fluently. Academic Vocabulary: statement, period, question mark, exclamation mark Target: I can write using

correct punctuation and capitalization. Social Studies: Vocabulary: Community From LinguiSystems: Level 1: cat , child , dog, flowers, lawn, man , tree, woman , car, bus, bicycle, van,

truck, taxi, fire truck, ambulance, corner, crossing, street, street sign, crossing guard, traffic light, stop sign, block, bus stop, fire hydrant, mailbox, trash can, pole, sidewalk, street light,

Structures: level 1: apartment , fire station, gas station, house, phone booth, police station, restaurant, store.

Math Vocabulary: partner, unknown, total, proof, equation, drawing, count on, teen number Concepts: I can count to solve mystery addition and subtraction problems I recognize that teen numbers are made up of a ten and some ones.

Student: 7th Grade Student School: Middle School Date: 3/28/12-4/18/12 Target Language Structures (CASLLS): 24-30 months : Nouns & noun modifiers: uses some, another, other (indicates same kind) 24-30 months: Prepositions & pronouns: uses adverb-place: at, into, to, onto, up, from, off, around, on top of 24-30 months: Tense & Negation: uses don’t, can’t to indicate nonexistence, disappearance, nonoccurence Linguistic Meaning (21-24 months): shifts to a verb lover __________________________________________________________________________________ Vocabulary: LING: War, Weapons (p.72): (1) kill, (2)arrow, bow, dead, die, fight, gun, knife, shoot, shot, soldier, (3)battle, bomb, bullet, cannon, punch, rifle,

rocket, shield, sword (4)aim, capture, club, dagger, dangerous, drawbridge, enemy, explosion, force, fort, pistol, plan, power, prisoner, spear, tank

(pull vocabulary related to Vietnam War) Academic- Language Arts: a, an, non, anti, Verbs- action, linking, helping (we would like some of the targets you will be using for this) (higher level CASLLS targets) She does not use: have, has, was, were Science: For remainder of year: Cells (parts of microscope, hx of microscope) 2. Parts of Cell 3. Model of animal and plant cells 4. DNA genetics 5. Body Systems Social Studies: For remainder of school year: 1.Vietnam 2. Japan 3. Australia __________________________________________________________________________________ ALG Goals: Phonemic Awareness: Step 6: to imitate consonants varying in manner (fricatives, nasals, and plosives) Discourse Level: Step 3: to follow a story illustrated by a series of three or four sequenced pictures and then identify the picture that corresponds to a segment of

the story Step 4: identify an object from several related descriptors (closed set) Sentence Level: Step 3: to recall three critical elements, in a message Step 4a: to answer questions about a picture, a book, a set of pictures, or a set of objects

Student: 3rd grade School: Elementary Date: 2/21/12-3/2/12

Target Language Structures (CASLLS):

24-30 months- Noun and Noun Modifiers: uses lots of

30-36 months- Noun and Noun Modifiers: uses indefinite article: an

24-30 months- prepositions and pronouns: uses subject pronouns- you

uses object pronouns- you, me

30-36 months- Verbs and Modals: uses can, will, let’s, could

__________________________________________________________________________________

Vocabulary:

LING- Birds and Insects: (1) bee, bird, butterfly, chick (en), duck, hen (2)blackbird, bug, caterpillar, fly, owl, robin, rooster, sparrow (3) ant, beetle, canary, ladybird (bug), spider, turkey (4) bluebird, bluejay, cardinal, chickadee, cricket, crow, cuckoo, dove, dragonfly, duckling, firefly, fowl, gander, goose, gosling, gull, heron, hawk, hummingbird, insect, katydid, loon, mallard, mosquito, moth, nuthatch, ostrich, parrot, peacock, penguin, pigeon, sandpiper, starling, swan, swallow, thrush, woodpecker

Farm and Garden: (1) farm, field, garden, grass, plant (noun and verb), pond (2) barn, farmer, fence, gate, ground, hay, hedge, lawn, path, pool, rock, sack, seed, shed, stick, straw, stone, tractor

Body Parts: (1) ear, eye, face, finger, foot (feet), hair, hand, head, leg, mouth, nose, tongue, (2) back, body, bone, bottom, chin, heart, knee, nail, neck, toe, tooth (teeth) (3) behind, cheek, elbow, lap, lip, skin, thumb, tummy (4) ankle, beard, brains, breast, chest, eyebrow, eyelash, fist, forehead, gums, heel, hips, lungs, moustache, muscle, naked, navel, nostril, shoulder, skull, sole (foot), stomach, throat, toenail, wrist

__________________________________________________________________________________

ALG Goals:

Phoneme Level: (Step 9) to alternate consonants varying in place cues, first with varying vowels

Discourse Level: (Step 6a) to answer questions about a story with the topic disclosed

(Step 6b) to answer questions about a story with the topic disclosed

(Step 7) to recall details of a story (topic disclosed)

Sentence Level: (Step 6) to recall four or more critical elements in a message to follow multi-element directions to sequence a series of events

(Step 7a,b) to complete known linguistic messages (open set) to follow open set directions and instructions

Student: School: Elementary Date: 1/17/12-1/24/12 Target Language Structures (CASLLS): Nouns & Noun Modifiers (24-30 months)- uses some, another, other (indicates same kind) Uses modifier +noun as direct object (big ball) Prepositions and Pronouns (24-30 months)-uses possessive nominative pronoun: mine -uses demonstrative pronouns this, that as noun (This/That is my hat) Uses possessive nominative pronoun: mine Verbs and Modals (24-30 months): uses gonna/wanna to express wish or intention __________________________________________________________________________________ Vocabulary: Academic/Functional LING- Activity and Movement: away, catch, climb, dance, down, fall (fell), fast, fly (flew), from, go, hide (hid), into,

jump, knock, off, on, open, out, over, pick (up), play, pull, push, put, run (ran), sit (sat), skip, stand (stood), stop, swim (swam), through, to, turn, under, up, walk

Animals and Fish: bull, camel, donkey, goat, goldfish, lion, monkey, pet, pony, puppy, rat, reindeer, snake, squirrel, tadpole, tiger, wolf

Animals’ Food, Modes of Eating, Homes: bite (bit), bone, carrot, cheese, egg, flies, hay, lettuce, nuts, seeds, straw, worms, coconut, lap, lick, acorns, bran, chew(cud), gnaw, gobble, husks, munch, nibble, oats, peck, pellets, suck, swallow

_________________________________________________________________________________ ALG Goals: Phoneme Level: (Step 9) to alternate consonants varying in place cues, first with varying vowels Discourse Level: (Step 6a) to answer questions about a story with the topic disclosed (Step 6b) to answer questions about a story with the topic disclosed (Step 7) to recall details of a story (topic disclosed) Sentence Level: (Step 6) to recall four or more critical elements in a message to follow multi-element directions to

sequence a series of events (Step 7a,b) to complete known linguistic messages (open set) to follow open set directions and instructions

Student: 8th Grade Student School: Middle School Date: 2/25/13 - 3/25/13

Target Language Structures (CASLLS): Questions ( 24-30 mos) ASK Questions: How many? How much? Ex How much do you want?

How many do you have? How much is it? Questions (30-36 mos) Ask Questions: Why Not? Ex: A girl can’t use a fork to comb her hair?

Why not? Questions ( 30- 36 mos) Ask What happened? Show picture and ask …. What happened? Nouns and Noun Modifiers( 24-30 mos.) : Uses Number + Noun : How much? How many? EX: I

need two diamonds. Verbs & Modals ( 24 -30 mos. ) Uses Sentence Pattern 5 NP + Copula be = location : EX: The

boy is on the slide. ___________________________________________________________________________ Vocabulary: Bathing and Toileting 1) bath, bathroom, brush, clean, cold, comb, dirty, hot, paper, pot, wash, water 2) bare, deep, dry, scissors, sink, slip, soap, towel, wet 3) facecloth, washcloth, rub, shower, tap, tissue, (Kleenex), toilet, toothbrush, washbasin,

bubble 4) faucet, float, flush, lather, nail file, nailbrush, naked , plug, razor, rim, rinse, scrub, shampoo,

shave, shaving cream, sink (verb like in the water) , sponge, swish, tissue paper, toothpaste Social Studies: will learn about: What Makes a Good Citizen, such as, Jackie Robinson , Mother

Teresa, Helen Keller, and Condoleezza Rice. Vocabulary: volunteer, Justice, public service, honesty, fairness, patriotism, responsibility,

courage, compassion, perseverance, cooperation, self- discipline, trustworthiness, character traits, fact, opinions, citizen, public servant, government worker, community helper

Video- 7th grade Social Studies Lesson

Pre-K student January 2013 Lesson Plans

Goals:

1) will have a name sign for each student and teacher in his classroom.

2) will be exposed to the following topics/signs:

• Finger spelling & Numbers

• Farm and Zoo Animals:

Dog, Goat, Sheep, Cat, Horse, Rabbit, Mouse, Chicken, Cow, Duck, Owl, Snake, Rabbit/bunny, Frog, Pig, Donkey, Turtle, Tiger, Elephant, Lion, Fish, Monkey, Zebra, Bear, Wolf, Turkey, Alligator, Giraffe, Rhino, Fox

• Actions/Adjectives/Verbs:

Happy, Sad, Mad, Tired, Hungry, Thirsty, Scared, Need/want, Support/help, Clean/Dirty, Hot/Cold, Asleep/Awake, Big/Little, Right/Wrong, Same/Different, Run, Walk, Eat, Sleep, Hungry, Thirsty, Jump, Stand/sit,

• Body Parts and Clothing:

Ears, Eyes, Nose , Mouth, Teeth, Tongue, Arm, Hand/fingers, Feet, Hair, Hat, Coat, Diaper, Shoes, Pants, Socks

Video- Pre-K student

Emotions & Sign Alphabet

Re-evaluate skills

• Evaluate all skills yearly

• DEC 4 –

How progress will be measured:

Informal/formal language assessments for progress monitoring purposes only

Grading…

• Highly qualified teacher…???

• Lesson Plans from Regular Ed. Teacher

• Modified Grading as stated on IEP

– Sliding scale- 10 or 15 point scale

– Average class work and pull-out work together

Whose got your back??

The EC Director does!!!!!

Support

• Impact on Staffing

• Impact on Funding

• Support for Staff

• Obstacles our LEA has overcome

Case Studies

Case Study #1

• DOB- 2/17/04 -Current Age- 8:5 • Mode of communication: Signed Exact English • Diagnosed with a significant sensorineural

hearing loss at the time of birth. • Wore hearing aids for a while; however those

hearing aids were lost- has not worn amplification since that time

• Discussion about possible cochlear implantation was had, but was decided against due to religious reasons.

Baseline Scores for LRP:

• Scores at CA: 5 years 11 months

• Weschler Nonverbal Scale of Ability

- Full scale score=83

• Preschool Language Scale-4

-Auditory Comprehension: 50

(Age Equiv: 6 months)

-Expressive Communication: 50

(Age Equiv: 10 months)

Scanned LRP

Services for 1st year: 5.4 year language gap • Hearing Impaired Services- 5/week for 60 minutes

• EC-reading- 5/week for 30 minutes

• EC-writing- 5/week for 30 minutes

• Sign Language Interpreter- 5/week for 6 hours

• Speech/Language Program- 5/week for 30 minutes

• Language Facilitator- 5/week for 180 minutes

=5.5 hours of direct language, vocabulary and reading instruction daily

Raw Score Comparison

AuditoryComprehension

ExpressiveCommunication

Total Language

Baseline for LRP

Year 1

PLS-4 Test Age Equivalents in months

Total Language

Baseline for LRP

Year 1

Vocabulary Testing was completed 6 months into the Long Range Plan

Receptive and Expressive One Word Standard Scores

Receptive Vocabulary Expressive Vocabulary

Baseline for LRP

Year 1

Services for 2nd year:

3.4 year language gap • Hearing Impaired Services- 5/week for 90 minutes

=3 hours of direct language, vocabulary and reading instruction daily

Raw Score Comparison

Total Language

Baseline for LRP

Year 1

Year 2

PLS-4 Test Age Equivalents in months

Total Language

Baseline for LRP

Year 1

Year 2

Receptive and Expressive One Word Standard Scores

Baseline for LRP

Year 1

Year 2

Services for 3rd year:

2.9 year language gap • Hearing Impaired Services- 5/week for 90 minutes

Results To Be Determined…

Video- 2nd Grade Student Profoundly Deaf

Case Study #2

• DOB- 3/14/2002 -Current age- 10:4 • Mode of communication: Spoken Language • At 3 months was diagnosed with a bilateral

profound sensorineural hearing loss with ANSD fit with hearing aids at 8 months of age, but wore them inconsistently until beginning services at CASTLE in 2006.

• implanted with a Freedom cochlear implant on 4/22/08 at UNC hospitals in the right ear. Started wearing a hearing aid in the left about a year and a half ago

Case Study #2

• Attended CASTLE preschool program for an extra year before starting kindergarten

• Little to no progress made in kindergarten and 1st grade

• Currently attending second year in 2nd grade

• Wears a personal loop FM system that works with his cochlear and hearing aid

Before the Long Range Plan

Total Language

PLS-4 and OWLS

PLS-4 on 7/27/2007

PLS-4 on 8/5/2008

OWLS on 5/6/2010

Baseline Scores for LRP:

• Chronological Age: 9 years 3 months • Cochlear Implant Age: 2 years 11 months • Differential Ability Scales- II -Special Nonverbal Composite = 98 • CELF-4 -Core Language-40 -Receptive Language-52 -Expressive Language-47 -Language Content-48 -Language Memory-45 • ROWPVT= 70 (age equivalent 5:0) • EOWPVT= 55 (age equivalent 3:0)

Services for 1st Year: 6.3 year language gap= • Hearing Impaired Services- 5/week for 60 minutes

• EC-Reading (SRA Corrective Reading)-5/week for 30 minutes

• Auditory-Verbal Parent Session- 1/week for 60 minutes

• Language Facilitator- 5/week for 3 hours

CELF-4 Standard Scores

CoreLanguage

ReceptiveLanguage

ExpressiveLanguage

LanguageContent

LanguageMemory

Baseline for LRP

Year 1

Vocabulary Scores

Expressive Vocabulary Receptive Vocabulary

Baseline for LRP

Year 1

Services for 2nd year: 5.8 year language gap • Hearing Impaired Services- 5/week for 60 minutes

• EC-Reading (SRA)- 5/week for 45 minutes

• AV Parent Sessions- 1/week for 60 minutes

• Language Facilitator- 5/week for 2.5 hours

Case Study #3

• DOB-5/30/2003 -Current age- 9:2

• Mode of communication: Spoken Language

• bilateral profound sensorineural hearing loss due to cochlear malformations.

• identified with a hearing loss at the age of 15 months and was fit with hearing aids in November of 2004.

• received an Advanced Bionics Cochlear Implant in March 2005 while living in the Netherlands.

• due to cochlear malformations only 6 electrodes were able to be implanted.

Standard Scores on the PLS-4 before implementing a LRP

Total Language

Aug-06

Aug-07

Sep-08

May-09

Age Equivalents in Months before LRP

Total Language

Aug-06

Aug-07

Sep-08

May-09

Baseline Scores for LRP

• Chronological Age: 7 years 11 months • Hearing Age: 6 years 5 months • Cochlear Implant Age: 6 years 1

months

• Differential Ability Scales, Second

Edition -Verbal: 62 (Very Low) -Nonverbal Reasoning: 87 (Below Average) -Spatial: 86 (Below Average) -Special Nonverbal Composite: 87 (Below Average)

-Working Memory: 59 (Very Low)

• ROWPVT= 77 (age equivalent 4:7) • EOWPVT= 67 (age equivalent 3:10)

• OWLS- -Listening Comprehension- 67 -Oral Expression- 57 -Oral Composite- 60 • CELF-4 -Core Language-56 -Receptive Language-79 -Expressive Language-51 -Language Content-78 -Language Memory-48

Services for 1st year:

3.6 year language gap • Hearing Impaired Services- 5x week 60 min

• Special Education (reading/writing)-5x week 60 min

• Speech-Language- 5x week 30 min

• AV parent session- 1x week 60 minutes

Standard Scores on the OWLS

Category 1 Category 2 Category 3

Baseline for LRP

Year 1

Age Equivalents in Months on the OWLS

ListeningComprehension

Oral Expression Total Language

Baseline for LRP

Year 1

Vocabulary Scores

Baseline for LRP

Year 1

Comprehensive Data of Age Equivalents in Months

Total Language

ths Aug-06

Aug-07

Sep-08

May-09

Apr-11

Feb-12

A BIG CHANGE IS MADE…

Cued Language Transliterator is added

Started on November 26,2012

Services for 2nd year:

3.3 year language gap • Hearing Impaired Services- 5x week 90 min

• EC reading- 5x week 30 min

• EC writing- 5x week 30 min

• EC math- 5x week 30 min

• Speech/Language Services- 5 week 30 min

• Cued Language Transliterator- 5x week 405 min

• AV parent session- 1x week 60 minutes

Video- 3rd Grade Student

Learning Cued Speech for the past 3 months

Conclusion

•Long Range Plans work!! •Gives you a road map for the future •A team approach is needed throughout the process •Parents need to get involved •Start with ONE student

Get to know these AWESOME Ladies!!!!

Deaf/Hard of Hearing Team Consultants

• Krista Heavner: Krista.Heavner@dpi.nc.gov

• Sharon Moore: Sharon.Moore@dpi.nc.gov

• Michele Neal: Michele.Neal@dpi.nc.gov

• Aubrey Quinlan: Aubrey.Quinlan@dpi.nc.gov

• Rachael Ragin: Rachael.Ragin@dpi.nc.gov

• Sherri Vernelson: Sherri.Vernelson@dpi.nc.gov

www.ncpublicschools.org/ec/instructional/deaf

Forms &

Resources

Date Chronological

Current Evaluations: Results:

Language:

Expressive:

Receptive:

Vocabulary

Expressive:

Receptive:

Auditory:

Articulation:

Psychological:

Non-verbal:

Verbal:

Educational :

Reading:

Writing:

Language Sample-

CASLLS/Bloom & Lahey

Level/Phase:

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