Progress Monitoring & Record Keeping for the Itinerant Teacher
Introduction Graduated from Florida Atlantic ✗ University with a Bachelor of Arts Degree in Elementary Education K-6 w/ ESOL Endorsements Worked 14 years for ✗ Okeechobee County Schools 7 years as a Sign ✗ Language Interpreter 3 years as a Second ✗ Grade Elementary Other Hats!!! Teacher Assistive Technology Specialist ✗ Currently D/HH ✗ Visual Phonics Trainer ✗ Teacher (Itinerant) 2
Introduction Graduated from Clarion ✗ University in Pennsylvania with a Bachelor of Science in Communication Science and Disorders Worked 12 years for ✗ Okeechobee County Schools SLP-A for 10 years ✗ 2 years as Inclusion ✗ Teacher Other Hats!!! Currently D/HH ✗ Teacher (Itinerant) Assistive Technology Specialist ✗ 3
Introduction Rural District ✗ 5 Elementary Schools ✗ 2 Middle Schools ✗ Freshman Campus ✗ High School ✗ Okeechobee Achievement ✗ Academy/PK 29 students (K-12) ✗ Service 9 schools ✗ 4
“Record management is knowing what you have, where you have it and how long you have to keep it.” 5
Objectives 1. Participants will be able to identify components of progress monitoring for students who are Deaf or Hard of Hearing. 2. Participants will learn a variety of ways to organize and maintain a Progress Monitoring Binder. 6
Purpose How do you manage all of the information for all of your students?
Keeping it all together 8
Progress Monitoring Binder Sections Contact Information ✗ Academic Placement ✗ Communication Plan ✗ Audiological/Medical ✗ Assessments & Curriculum ✗ Independent Functioning ✗ Social/Emotional Functioning ✗ Speech/Language ✗ Miscellaneous ✗ 9
Progress Monitoring - Contact Student Profi file ✗ Current Class ✗ Schedule Contact log ✗ 10
Contact Logs This form is used to document ✗ or record conversations pertaining to my students Parent ✗ Teachers/Stafg fg ✗ Students ✗ 11
Progress Monitoring - Academic Placement Current IEP ✗ District Qualifying Forms ✗ 12
District DHH Eligibility Form District DSI Eligibility Form DHH Qualifying Form 13
Progress Monitoring - Academic Placement Current IEP ✗ District Qualifying Forms ✗ Audiological Evaluation/Reevaluation Form ✗ 14
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Progress Monitoring - Academic Placement Current IEP ✗ District Qualifying Forms ✗ Audiological Evaluation/Reevaluation Forms ✗ PARC: Placement & Readiness ✗ Checklist for Students who are D/HH 1st Evaluation or if ✗ needed for updated data 16
PARC- Placement & Readiness Checklist for Students who are Deaf or Hard of Hearing. PARC is a set of 5 placement and readiness ✗ checklists designed to assist the IEP team when making decisions about programming and placement for students who are deaf or hard of hearing. 17
General Education Inclusion Readiness Checklist This checklist represents some of the ✗ basic critical skills and behaviors that are thought to contribute to successful participation and inclusion within the classroom for our DHH students. Students with higher ratings will most ✗ likely be able to participate successfully in the general education environment. Students with lower ratings may require more specialized instruction. 18
Interpreted/Transliterated Education Readiness Checklist This checklist is used for students who ✗ use interpreting/transliterating services to access instruction in the general education classroom. It contains skills that are important for ✗ students to be a successful consumers of educational interpreting/transliterating services. 19
Captioning/Transcribing Readiness Checklist This checklist is used determine if ✗ captioning/transcribing is appropriate for your student. Careful consideration must be made ✗ regarding the student’s literacy skills and ability to use written information as well as social skills. 20
Instructional Communication Access Checklist This checklist is designed ✗ to analyze the communication approaches used by a student to access instruction and how profi ficient the student is using that approach whether it is listening and spoken language, sign/cue, or both. 21
Placement & Readiness Checklist This placement checklist is ✗ designed to help the IEP team make the appropriate decisions regarding services and placements for students who are deaf and hard of hearing. 3 Checklists ✗ PK-K ✗ Two areas are considered: ✗ Elementary ✗ Is the child ready for ✗ Secondary ✗ placement under consideration? Is the classroom ✗ environment in which the student is being placed suffj ffjciently prepared to support the child? 22
Progress Monitoring - Academic Placement Current IEP ✗ District Qualifying Forms ✗ Audiological Evaluation/Reevlauation Forms ✗ PARC: Placement & Readiness Checklist for ✗ Students who are D/HH Current/Most Recent ✗ Physiological Evaluation Report 23
Progress Monitoring - Academic Placement Current IEP ✗ District Qualifying Forms ✗ Audiological Evaluation/Reevlauation Forms ✗ PARC: Placement & Readiness Checklist for ✗ Students who are D/HH Current/Most Recent Physiological Evaluation ✗ Report S.I.F.T.E.R- Screening Instrument for ✗ Targeting Educational Risks 24
S.I.F.T.E.R- Screening Instrument for Targeting Educational Risk Three types: ✗ These questionnaires can be used by the ✗ Preschool ✗ classroom teacher to determine if a Elementary ✗ student with a suspected hearing loss or Secondary ✗ a student already identifi fied with a loss is at risk educational due to complication of Areas focus on are: ✗ their hearing loss. Academics ✗ Attention ✗ Communication ✗ Class participation ✗ School behaviors ✗ 25
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Progress Monitoring - Academic Placement Current IEP ✗ District Qualifying Forms ✗ Audiological Evaluation/Reevlauation Forms ✗ PARC: Placement & Readiness Checklist for ✗ Students who are D/HH Current/Most Recent Physiological Evaluation ✗ Report S.I.F.T.E.R- Screening Instrument for Targeting ✗ Educational Risks Hearing Itinerant Service Rubric ✗ 27
Hearing Itinerant Service Rubric This rubric can be used Areas focus on are: ✗ ✗ to help determine the Classroom routines ✗ amount of Itinerant Comprehension of ✗ Service needed based classroom instruction upon observations and Participation in ✗ data collected. whole-group lessons Participation in small ✗ group instruction Complete form yearly ✗ Academic performance ✗ to determine if Reading ✗ service minutes Writing ✗ should change Math ✗ Language Skills ✗ Self-Advocacy Skills ✗ Auditory Skills ✗ 28
Progress Monitoring - Communication Plans Current Communication Plan ✗ 29
Florida's Communication Plan The Communication Plan is used by the ✗ IEP team to collect data that will in turn help the team make decisions on the best supports and services for our students. Areas of focus are language, communication, reading, assistive technology, listening, and more. 30
Progress Monitoring - Communication Plans Current Communication Plan ✗ Interpreter Input Form for ✗ Florida’s Communication Plan 31
Interpreter Input form from Florida’s Communication Plan This form is used by ✗ interpreters to help provided important information pertaining to what they observe as they work with our students. 32
Progress Monitoring - Communication Plans Current Communication Plan ✗ Interpreter Input Form for ✗ Florida’s Communication Plan Self-Assessment of Communication ✗ (student/DHH Teacher) 33
Self-Assessment of Communication This is a questionnaire that is ✗ completed by the student asking them to identify problems relating to their hearing loss. 34
Progress Monitoring - Audiological and Medical Recent audiological report ✗ 35
Progress Monitoring - Audiological and Medical Recent audiological report ✗ Longitudinal Audiological Data Sheet ✗ 36
Longitudinal Audiological Data Sheet This form allows me to be able ✗ to monitor and evaluate my student’s hearing loss over an extended amount of time. 37
Progress Monitoring - Audiological and Medical Recent audiological report ✗ Longitudinal Audiological Data Sheet ✗ Usher Syndrome Screening ✗ 38
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Progress Monitoring - Audiological and Medical Recent audiological report ✗ Longitudinal Audiological Data Sheet ✗ Usher Syndrome Screening ✗ Functional Listening Evaluation (FLE) ✗ 40
Functional Listening Evaluation FLE is to determine how ✗ listening abilities are afg fgected by noise, distance, and visual access in student’s everyday listening environments. It can also be used as an ✗ evaluation tool to determine or demonstrate the benefi fits of assistive technology. 41
F unctional Listening Evaluation 42
F unctional Listening Evaluation 43
F unctional Listening Evaluation Form 44
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