Progress Monitoring &

Record Keeping for the Itinerant Teacher

Introduction

✗ Worked 14 years for Okeechobee County Schools✗ 7 years as a Sign

Language Interpreter✗ 3 years as a Second

Grade Elementary Teacher

✗ Currently D/HH Teacher (Itinerant)

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✗ Graduated from Florida Atlantic University with a Bachelor of Arts Degree in Elementary Education K-6 w/ ESOL Endorsements

Other Hats!!!✗ Assistive Technology Specialist✗ Visual Phonics Trainer

Introduction

✗ Worked 12 years for Okeechobee County Schools✗ SLP-A for 10 years✗ 2 years as Inclusion

Teacher✗ Currently D/HH

Teacher (Itinerant)

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✗ Graduated from Clarion University in Pennsylvania with a Bachelor of Science in Communication Science and Disorders

Other Hats!!!✗ Assistive Technology Specialist

Introduction

✗ Rural District✗ 5 Elementary Schools✗ 2 Middle Schools✗ Freshman Campus✗ High School✗ Okeechobee Achievement

Academy/PK✗ 29 students (K-12)

✗ Service 9 schools

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“Record management is knowing what you have, where you have it and how long you have to keep it.”

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Objectives1. Participants will be able to identify

components of progress monitoring for students who are Deaf or Hard of Hearing.

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2. Participants will learn a variety of ways to organize and maintain a

Progress Monitoring Binder.

PurposeHow do you manage all of the

information for all of your students?

Keeping it all together

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Progress Monitoring BinderSections

✗ Contact Information

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✗ Academic Placement✗ Communication Plan✗ Audiological/Medical✗ Assessments & Curriculum✗ Independent Functioning✗ Social/Emotional Functioning✗ Speech/Language ✗ Miscellaneous

✗ Student Profile

Progress Monitoring - Contact

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✗ Current Class Schedule

✗ Contact log

Contact Logs

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✗ This form is used to document or record conversations pertaining to my students

✗ Parent✗ Teachers/Staff✗ Students

✗ Current IEP

Progress Monitoring - Academic Placement

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✗ District Qualifying Forms

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District DSI Eligibility Form DHH Qualifying Form District DHH Eligibility Form

✗ Current IEP✗ District Qualifying Forms

Progress Monitoring - Academic Placement

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✗ Audiological Evaluation/Reevaluation Form

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✗ Current IEP✗ District Qualifying Forms✗ Audiological Evaluation/Reevaluation Forms

Progress Monitoring - Academic Placement

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✗ PARC: Placement & Readiness Checklist for Students who are D/HH

✗ 1st Evaluation or if needed for updated data

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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.

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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.

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Interpreted/TransliteratedEducation 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.

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Captioning/TranscribingReadiness 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.

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Instructional Communication Access Checklist

✗ This checklist is designed to analyze the communication approaches used by a student to access instruction and how proficient the student is using that approach whether it is listening and spoken language, sign/cue, or both.

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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.

✗ Two areas are considered:✗ Is the child ready for

placement under consideration?

✗ Is the classroom environment in which the student is being placed sufficiently prepared to support the child?

✗ 3 Checklists✗ PK-K✗ Elementary✗ Secondary

✗ Current IEP✗ District Qualifying Forms✗ Audiological Evaluation/Reevlauation Forms✗ PARC: Placement & Readiness Checklist for

Students who are D/HH

Progress Monitoring - Academic Placement

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✗ Current/Most Recent Physiological Evaluation Report

✗ 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

Progress Monitoring - Academic Placement

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✗ S.I.F.T.E.R- Screening Instrument for Targeting Educational Risks

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✗ These questionnaires can be used by the classroom teacher to determine if a student with a suspected hearing loss or a student already identified with a loss is at risk educational due to complication of their hearing loss.

✗ Areas focus on are:✗ Academics✗ Attention✗ Communication✗ Class participation✗ School behaviors

S.I.F.T.E.R- Screening Instrument for Targeting Educational Risk

✗ Three types:✗ Preschool✗ Elementary✗ Secondary

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✗ 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

Progress Monitoring - Academic Placement

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✗ Hearing Itinerant Service Rubric

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✗ This rubric can be used to help determine the amount of Itinerant Service needed based upon observations and data collected.

✗ Areas focus on are:✗ Classroom routines✗ Comprehension of

classroom instruction✗ Participation in

whole-group lessons✗ Participation in small

group instruction✗ Academic performance

✗ Reading✗ Writing✗ Math

✗ Language Skills✗ Self-Advocacy Skills✗ Auditory Skills

Hearing Itinerant Service Rubric

✗ Complete form yearly to determine if service minutes should change

Progress Monitoring - Communication Plans

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✗ Current Communication Plan

Florida's Communication Plan

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✗ 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.

✗ Interpreter Input Form for Florida’s Communication Plan

Progress Monitoring - Communication Plans

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✗ Current Communication Plan

Interpreter Input form from Florida’s Communication Plan

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✗ This form is used by interpreters to help provided important information pertaining to what they observe as they work with our students.

✗ Current Communication Plan

✗ Interpreter Input Form for Florida’s Communication Plan

Progress Monitoring - Communication Plans

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✗ Self-Assessment of Communication(student/DHH Teacher)

Self-Assessment of Communication

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✗ This is a questionnaire that is completed by the student asking them to identify problems relating to their hearing loss.

✗ Recent audiological report

Progress Monitoring - Audiological and Medical

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✗ Recent audiological report

Progress Monitoring - Audiological and Medical

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✗ Longitudinal Audiological Data Sheet

Longitudinal Audiological Data Sheet

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✗ This form allows me to be able to monitor and evaluate my student’s hearing loss over an extended amount of time.

✗ Recent audiological report✗ Longitudinal Audiological Data Sheet

Progress Monitoring - Audiological and Medical

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✗ Usher Syndrome Screening

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✗ Recent audiological report✗ Longitudinal Audiological Data Sheet✗ Usher Syndrome Screening

Progress Monitoring - Audiological and Medical

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✗ Functional Listening Evaluation (FLE)

Functional Listening Evaluation

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✗ FLE is to determine how listening abilities are affected 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 benefits of assistive technology.

Functional Listening Evaluation 42

Functional Listening Evaluation 43

Functional Listening Evaluation Form 44

✗ Recent audiological report✗ Longitudinal Audiological Data Sheet✗ Usher Syndrome Screening✗ Functional Listening Evaluation (FLE)

Progress Monitoring - Audiological and Medical

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✗ C.H.A.P.S- Children's Auditory Performance Scale

C.H.A.P.S.- Children's Auditory Performance Scale

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✗ An evaluator will score the student's ability to hear within different listening conditions.

✗ District Assessments

Progress Monitoring - Assessments and Curriculum

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✗ i-Ready Data✗ current/past

i-Ready Diagnostic Data - Reading 48

i-Ready Diagnostic Data - Reading 49

i-Ready Diagnostic Data - Math 50

✗ District Assessments✗ i-Ready Data

✗ current/past

Progress Monitoring - Assessments and Curriculum

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✗ Statewide Assessment Data✗ FSA✗ FSAA✗ PERT✗ ACT/SAT

Assessment Data Form 52

✗ Minnesota Compensatory Skills Checklist

Progress Monitoring - Assessments and Curriculum

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Minnesota Compensatory Checklist 54

✗ Minnesota Compensatory Skills Checklist

Progress Monitoring - Assessments and Curriculum

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✗ Steps to Success - By Lynne Price

Steps to Success

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✗ Scope and Sequence of the Common Core Standards in Expanded Skills K-12✗ 8 goal areas✗ Divided into strands of instruction

(older version 4 / revised version 3)✗ Each strand has an activities for

each level of instruction

✗ Minnesota Compensatory Skills Checklist

✗ Steps to Success

Progress Monitoring - Assessments and Curriculum

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✗ Expanded Skills Checklist

Check list that contains seven main goals with individual strands.

Expanded Skills Checklist

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This can be used to collect data to show progress in learning and comprehending Expanded Skill Standards as well as creating Annual and Short Term Goals in a student’s IEP.

Expanded Skills Checklist Checklist 59

Expanded Skills Checklist Checklist 60

✗ Minnesota Compensatory Skills Checklist

✗ Steps to Success✗ Expanded Skills Checklist

Progress Monitoring - Assessments and Curriculum

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✗ Fairview Learning✗ Literacy program teaching strategies that allow access and increasing fluency in English

and ASL

✗ Fingerspelling Our Way to Reading✗ Literacy program specifically for DHH students K-2nd grade (decoding, print recognition,

phonics, phonemic awareness)

✗ Foundations for Literacy✗ Specifically designed intervention for Pre-k & Kindergarten (vocabulary, narrative skills,

alphabetic knowledge, phonological awareness, and reading decodable words.)

✗ Minnesota Compensatory Skills Checklist

✗ Steps to Success✗ Expanded Skills Checklist

Progress Monitoring - Assessments and Curriculum

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✗ Fairview Learning✗ Fingerspelling Our Way to Reading✗ Foundations for Literacy✗ Signed Reading Fluency (coming soon)✗ Bedrock Literacy Curriculum✗ Bilingual Grammar Curriculum (ASL & English)✗ Story Grammar Marker✗ Visual Communication and Sign Language

Checklist (VCSL)

✗ Informal Inventory of Independence & Self-Advocacy Skills (D/HH Teacher or Teacher)

Progress Monitoring - Independent Functioning

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✗ An evaluator will score the student's independence abilities and advocating skills in the areas of student independence, accommodations, peer interaction, and communication..

Informal Inventory of Independence & Self-Advocacy Skills

Results are then averaged to give a rating of the student’s independence abilities. This can be done annually to collect data showing growth in the area of independence.

✗ Informal Inventory of Independence & Self-Advocacy Skills (Interpreter)

Progress Monitoring - Independent Functioning

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✗ Informal Inventory of Independence & Self-Advocacy Skills (D/HH Teacher or Teacher)

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✗ An informal assessment completed by an interpreter on the student's independence on utilizing and advocating their needs from their interpreter(s) within their academic environment.

Informal Inventory of Independence & Self-Advocacy Skills

✗ Informal Inventory of Independence & Self-Advocacy Skills (D/HH Teacher or Teacher)

✗ Informal Inventory of Independence & Self-Advocacy Skills (Interpreter)

Progress Monitoring - Independent Functioning

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✗ Checklist for Student Use of Interpretation Services (Interpreter)

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✗ A checklist completed by an interpreter on the student's independence on utilizing their interpreter(s) appropriately.

Checklist of Student Use of Interpretation Services

✗ Children's Peer Relationship Scale

Progress Monitoring - Social/Emotional Functioning

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✗ Survey for Elementary School Students on their feelings about school, friends, & hearing loss.

Children's Peer Relationship Scale

✗ Children's Peer Relationship Scale

Progress Monitoring - Social/Emotional Functioning

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✗ Social Communication Skills- Pragmatic Checklist

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Social Communication Skills

✗ Survey on student’s social communication skills. Can be completed by the parent, teacher, interpreter, DHH Teacher.

✗ Expressive & Receptive Assessments✗ Peabody Picture Vocabulary (PPVT)✗ Expressive Vocabulary Test (EVT)

Progress Monitoring: Speech/Language

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✗ Current SLP Evaluation

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✗ Expressive & Receptive Assessments✗ Peabody Picture Vocabulary (PPVT)✗ Expressive Vocabulary Test (EVT)

Progress Monitoring: Speech/Language

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✗ Current SLP Evaluation

✗ CAST-Contrasts for Auditory & Speech Training

CAST- Contrast for Speech & Auditory Training

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✗ Curriculum/Assessments on identifying speech sounds and words based on acoustic characteristics.

✗ Ages: 3-12 Grades: PK-7✗ 30 page manual w/ pretest✗ 150 double-sided

picture/stimulus cards

✗ Expressive & Receptive Assessments✗ Peabody Picture Vocabulary (PPVT)✗ Expressive Vocabulary Test (EVT)

Progress Monitoring: Speech/Language

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✗ Current SLP Evaluation

✗ CAST-Contrasts for Auditory & Speech Training✗ SPICE: Speech Perception Instructional Curriculum & Evaluation

SPICE: Speech Perception Instructional Curriculum & Evaluation

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✗ Curriculum/Assessments on auditory skill development.

✗ Evaluate a student’s speech perception abilities

✗ Plan auditory skills instruction✗ Measure and record student

progress

✗ Expressive & Receptive Assessments✗ Peabody Picture Vocabulary (PPVT)✗ Expressive Vocabulary Test (EVT)

Progress Monitoring: Speech/Language

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✗ Current SLP Evaluation

✗ CAST-Contrasts for Auditory & Speech Training✗ SPICE: Speech Perception Instructional Curriculum & Evaluation

✗ Checklist for Socio-Pragmatic Language Behaviors for Students w/ Sensory Impairments

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Soco-Pragmatic Language Behaviors

✗ Survey on student’s social communication skills. Can be completed by the parent, teacher, interpreter, DHH Teacher.

Itinerant is more than teaching

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Expanded Skills/Speech & Auditory Training Reference Sheets

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These documents are a quick reference guide to the Expanded Skill & Auditory Training Course Codes.

✗ 3 Expanded Skill Reference Sheets✗ 3 Speech & Auditory Training

Reference Sheets

FTE Surveying Schedule

This form is turned into the Data Processor at each school. This form contains student name, birthdate, student #, course code (highlighted), schedule times of service, and minutes provided.

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Student Attendance Record

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Yearly Attendance Form with

Service Codes.

Daily Amplification Checklist

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Daily Amplification Checklist

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Daily Amplification Checklist

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Ling-6 Sounds Checklist

Ling-6 Sound Checklist Contains✗ Fillable form✗ Pictures to represent

each Ling-6 sounds✗ Key to indicate results

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Assistive Technology Loan Form

Assistive Technology Form is a fillable form that is used to assign equipment to a student. Form is signed by the teacher to indicate where the equipment will be stored.

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Place your screenshot here

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✗ Student Service Form✗ Daily Amplification

Checklist✗ Student Amplification

Usage Checklist✗ Accommodation

Checklist✗ Expanded Skills Course

Code Form✗ K-5✗ 6-8✗ 9-12

✗ Mileage Form

SAVE TIME & GO PAPERLESS

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Thanks!

Any questions?✗ M. Felicia Massie

✗ massiem@okee.k12.fl.us✗ Regina Mayernik

✗ mayernikr@okee.k12.fl.us

✗ LiveBinder Link: http://www.livebinders.com/play/play?id=2290271

Resources

✗ http://successforkidswithhearingloss.com✗ http://rmtcosbd.org✗ http://unf.edu/interpreterpoject/Resources.aspx✗ http://hand tovoice.org✗ http://medicine.iu.edu/oto/research/dvaultlab/testing/✗ https://www.fairviewlearning.com✗ https://clad.education.gsu.edu/curriculum/fingerspelling-way-reading/

✗ https://clad.education.gsu.edu/foundations-literacy-home/

✗ http://www.clarkeschools.org/uploads/files/mainstreaming/CompensatorySkillsChecklist.pdf

✗ http://www.bedrockliteracy.com/the-bilingual-grammar-curriculum.html

✗ http://www.bedrockliteracy.com

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