long range plans for the deaf/hard of hearing...
TRANSCRIPT
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?
IEPs
-SNAP SHOT VIEW
-Shows the individual goals for
the child in a one year IEP
cycle
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
Goal
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
Age Language Age Vocabulary
Age
Services/Placement Other
February
2013
February
2014
5.5
6.5
2.0
3.5
2.5
4.0
•90 minutes HI services
•45 minutes-SLP
•60 minutes- EC Reading
ESY?
3.5 y. lang gap
3.0 y. vocab
gap
~3.5 hours of
services
February
2014
February
2015
6.5
7.5
3.5
5.5
4.0
6.0
•90 minutes HI services
•30 minutes- SLP
•60 minutes- EC Reading
ESY?
3.0 y. lang gap
2.5 y. vocab
gap
~3.0 hours of
services
February
2015
February
2016
7.5
8.5
5.5
7.5
6.0
8.0
•60 minutes HI services
•30 minutes- SLP
•60 minutes- EC Reading
ESY?
2.0 y. lang gap
1.5 y. vocab
gap
~2.0 hours of
services
February
2016
February
2017
8.5
9.5
7.5
9.5
8.0
10.0
•30 minutes- SLP
•60 minutes- EC Reading
ESY?
1.0 y. lang gap
.5 m. vocab
gap
~1.0 hour of
service
Student____________________ Long Range Plan
Sharon Moore, CED LSLS Cert. AVT, NBCT Michele Neal, BS HI, Cert. Cross-Cat., NBC T
• Determine roles of each team member
– Hearing Impaired Teacher
– EC Resource Teacher
– Language Facilitator
– Sign Language Interpreter/ Cued Language Transliterator
– Speech-Language Pathologist
Evaluations are completed…Now what?
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
Evaluations are completed…Now what?
• 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
0
10
20
30
40
50
60
70
80
90
AuditoryComprehension
ExpressiveCommunication
Total Language
Raw
Sco
res
PLS-4
Baseline for LRP
Year 1
PLS-4 Test Age Equivalents in months
0
10
20
30
40
50
60
AuditoryComprehension
ExpressiveCommunication
Total Language
Age
in M
on
ths
Baseline for LRP
Year 1
Vocabulary Testing was completed 6 months into the Long Range Plan
Receptive and Expressive One Word Standard Scores
0
10
20
30
40
50
60
70
80
90
Receptive Vocabulary Expressive Vocabulary
Stan
dar
d S
core
s
Baseline for LRP
Year 1
Services for 2nd year:
3.4 year language gap • Hearing Impaired Services- 5/week for 90 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
=3 hours of direct language, vocabulary and reading instruction daily
Raw Score Comparison
0
20
40
60
80
100
120
AuditoryComprehension
ExpressiveCommunication
Total Language
Raw
Sco
res
PLS-4
Baseline for LRP
Year 1
Year 2
PLS-4 Test Age Equivalents in months
0
10
20
30
40
50
60
70
AuditoryComprehension
ExpressiveCommunication
Total Language
Age
in M
on
ths
Baseline for LRP
Year 1
Year 2
Receptive and Expressive One Word Standard Scores
0
20
40
60
80
100
120
Receptive Vocabulary Expressive Vocabulary
Stan
dar
d S
core
s
Baseline for LRP
Year 1
Year 2
Services for 3rd year:
2.9 year language gap • Hearing Impaired Services- 5/week for 90 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
=3 hours of direct language, vocabulary and reading instruction daily
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
0
10
20
30
40
50
60
70
80
AuditoryComprehension
ExpressiveCommunication
Total Language
Stan
dar
d S
core
s
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
• Speech/Language Program- 5/week for 30 minutes
• Auditory-Verbal Parent Session- 1/week for 60 minutes
• Language Facilitator- 5/week for 3 hours
=5 hours of direct language, vocabulary and reading instruction daily
CELF-4 Standard Scores
0
10
20
30
40
50
60
70
80
CoreLanguage
ReceptiveLanguage
ExpressiveLanguage
LanguageContent
LanguageMemory
Stan
dar
d S
core
s
Baseline for LRP
Year 1
Vocabulary Scores
0
10
20
30
40
50
60
70
80
Expressive Vocabulary Receptive Vocabulary
Stan
dar
d S
core
s
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
• Speech/Language Program- 5/week for 30 minutes
=4.75 hours of direct language, vocabulary and reading instruction daily
Results To Be Determined…
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
0
10
20
30
40
50
60
70
80
90
AuditoryComprehension
ExpressiveCommunication
Total Language
Stan
dar
d S
core
s
Aug-06
Aug-07
Sep-08
May-09
Age Equivalents in Months before LRP
0
10
20
30
40
50
60
AuditoryComprehension
ExpressiveCommunication
Total Language
Age
in M
on
ths
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
=2.5 hours of direct language, vocabulary and reading instruction daily
Standard Scores on the OWLS
0
10
20
30
40
50
60
70
80
Category 1 Category 2 Category 3
Stan
dar
d S
core
s
Baseline for LRP
Year 1
Age Equivalents in Months on the OWLS
0
10
20
30
40
50
60
ListeningComprehension
Oral Expression Total Language
Age
in M
on
ths
Baseline for LRP
Year 1
Vocabulary Scores
0
10
20
30
40
50
60
70
80
90
Receptive Vocabulary Expressive Vocabulary
Stan
dar
d S
core
s
Baseline for LRP
Year 1
Comprehensive Data of Age Equivalents in Months
0
10
20
30
40
50
60
AuditoryComprehension
ExpressiveCommunication
Total Language
Age
in M
on
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
=3.5 hours of direct language, vocabulary and reading instruction daily
Results To Be Determined…
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: [email protected]
• Sharon Moore: [email protected]
• Michele Neal: [email protected]
• Aubrey Quinlan: [email protected]
• Rachael Ragin: [email protected]
• Sherri Vernelson: [email protected]
www.ncpublicschools.org/ec/instructional/deaf
Forms &
Resources
Date Chronological
Age Language Age Vocabulary
Goal
Services/Placement Other
Student____________________ Long Range Plan
Sharon Moore, CED LSLS Cert. AVT, NBCT Michele Neal, BS HI, Cert. Cross-Cat., NBC T
Current Evaluations: Results:
Language:
Date:
Expressive:
Receptive:
Vocabulary
Date:
Expressive:
Receptive:
Auditory:
Date:
ALG:
Articulation:
Date:
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Sharon Moore, CED LSLS Cert. AVT, NBCT Michele Neal, BS HI, Cert. Cross-Cat., NBC T