michigan early childhood planning guide - mde-lio...bethany walter, teacher specialist for deaf and...

Michigan Early Childhood Planning Guide For Children Who Are Deaf or Hard of Hearing

Low Incidence Outreach 702 W. Kalamazoo St. Lansing, MI 48909 www.mdelio.org Updated 04.12.2018

http:www.mdelio.org

Table of Contents

Preface 01 Introduction 01 Instructions For Use 01 References 03 Contributors 04

Michigan Early Childhood Planning Guide: Profile Page 05

Michigan Early Childhood Planning Guide: Family Partnership Page 06

Receptive/Expressive Language Milestones and Skills 07

Access to the Curriculum 08


01

Preface

Introduction

This document is a data collection tool to assist educators and parents as they monitor progress and discuss programming to influence successful outcomes of young children who are Deaf or Hard of Hearing (DHH).

The Michigan Early Childhood Planning Guide begins with an in-depth look at the child’s current audiological, developmental, and linguistic functioning. Educators will chart various stages, including receptive and expressive communication and the ability to access the curriculum. The suggested stages, along with the chosen descriptive markers, plot the progress of a child who is DHH in relation to typically developing peers. Research indicates that expressive/receptive language and access to the curriculum are representative of valuable skills for students who are DHH (see references).

The Assessment Resource Guide for Students Who are Deaf or Hard of Hearing contains possible tools that may be used to acquire relevant data in order to complete portions of the Early Childhood Planning Guide. The Assessment Resource Guide can be found on the MDE-LIO DHH Service Delivery tools page (https://mdelio.org/deaf-hard-of-hearing/service-delivery-tools).

The Michigan Early Childhood Planning Guide For Children Who Are Deaf Or Hard Of Hearing is not intended to replace formal and informal assessments. It is designed to be a data collection tool. It is not a legal document, and should not be used or viewed as a diagnostic/assessment evaluation.

Instructions For Use

This document can be used as a tool to compile data and monitor a young child’s progress in the areas of expressive/receptive language and access to the curriculum.

The Profile

The Profile page provides a concise overview of current personal and educational details for the child who is DHH. It should be completed using up-to-date medical, developmental, and audiological information, along with any pertinent school records.


https://mdelio.org/sites/default/files/documents/DHH/ServiceDeliveryTools/AssesmentResourceGuide/Assessment_Resource_Guide_for_Students_Who_are_DHH.pdfhttps://mdelio.org/deaf-hard-of-hearing/service-delivery-toolshttps://mdelio.org/deaf-hard-of-hearing/service-delivery-tools

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02

The Family Partnership Form

The Family Partnership Form is intended to guide and foster successful collaboration between the DHH educator/primary service provider and the young child’s family. It is suggested that the data on this form be collected after the professional has had sufficient time to build a relationship of trust with the family. The form should be completed in collaboration with the child’s family, parents, caregivers, and other educational team members as appropriate. The data compiled on this form can be used to document family involvement and track progress as well as identify areas of need for additional family support.

Scoring

The Expressive/Receptive Language and the Access to the Curriculum pages are scored using stages representing the developmental progress of a typical preschooler.

Stage 1 benchmarks represent objectives achieved by typically developing 1-2-year-olds • Stage 2 benchmarks represent objectives achieved by typically developing 2-3-year-olds

Stage 3 benchmarks represent objectives achieved by typically developing 3-4-year-olds • Stage 4 benchmarks represent the outcomes for children ready for kindergarten

The current functioning levels are determined by the stage with the most items marked/dated as mastered. Mastery can be defined as 90 percent accuracy, or demonstrated proficiency of the skill at least five times over multiple occasions.

Receptive/Expressive Language Page

Charting receptive and expressive language is useful to determine the functional stage of the child’s language development. Use data from assessments, checklists, and observations to document mastery of each skill. Mark each item with the date when the child mastered the skill. The child’s current language level is identified by the stage with the most items marked/dated as mastered. Progress through the stages is tracked over time with subsequent uses of the document.

Access to the Curriculum Page

The ability to access the curriculum is a vital indicator for school success. This page compiles data regarding the child’s functional listening, self-advocacy, and linguistic skills. Use data from assessments, checklists, observations, and input from family and professionals to document mastery of each skill. Mark each item with the date when the child mastered the skill. The child’s current ability to access the curriculum is identified by the stage with the most items marked/dated as mastered. Progress through the stages is tracked over time with subsequent uses of the document.


03

References

Anderson, Karen L., and Arnoldi, Kathleen A. Building Skills for Success in the Fast-Paced Classroom: Optimizing Achievement for Students with Hearing Loss. Hillsboro, OR: Butte Publications, 2011. 464.

Calderon, R. Parental Involvement In Deaf Children’s Education Programs as a Predictor of Child’s Language, Early Reading, and Social-emotional Development 5.2 (2002): 140-55.

Minnesota Compensatory Skills Checklist for Students with Hearing Loss, 2011. https://education.mn.gov/MDE/dse/sped/cat/dhh/ index.htm

DesGeorges, Janet. “Spoken Language Gets a Piggy-Back Ride on Language in Any Modality.” Hands & Voices (2004).

French, Martha M. Starting with Assessment: A Developmental Approach to Deaf Children’s Literacy. Washington, D.C.: Pre-College National Mission Programs, Gallaudet University, 1999.

Meadow-Orlans, Kathryn P.; Spencer, Patricia Elizabeth; and Sanford Koester, Lynne. The World of Deaf Infants: A Longitudinal Study. New York: Oxford UP, 2004.

Moeller, M. P. “Early Intervention and Language Development in Children Who Are Deaf and Hard of Hearing.” Early Intervention and Language Development in Children Who Are Deaf and Hard of Hearing. Pediatrics, 2002. Web. 20 Nov. 2010.

Spencer, Patricia Elizabeth, and Marschark, Marc. Advances in the Spoken Language Development of Deaf and Hard-of-hearing Children. Oxford: Oxford UP, 2006. 298-327.

Watkins, Sue, Ed. SKI-HI Curriculum. North Logan, UT: Hope, 2004.

Wilkes, Elizabeth M. Cottage Acquisition Scales for Listening, Language and Speech. San Antonio: Sunshine Cottage School for Deaf Children, 2001.

Yoshinaga-Itano, Christine, and Sedey, Allison. “Early Speech Development in Children Who Are Deaf or Hard of Hearing: Interrelationships with Language and Hearing.” Volta Review 100.5 (1999): 181-211.

Yoshinaga-Itano, Christine, and Sedey, Allison. “Early Speech Development in Children Who Are Deaf or Hard of Hearing: Interrelationships with Language and Hearing.” Volta Review 100.5 (1999): 213-36.

Yoshinaga-Itano, Christine. “Early Identification, Communication Modality, and the Development of Speech and Spoken Language Skills: Patterns and Considerations.”


https://education.mn.gov/MDE/dse/sped/cat/dhh

04

Contributors

Michigan Department of Education – Low Incidence Outreach Nancy Mosher, Suzanne Raschke, Consultants for Deaf and Hard of Hearing

Hillsdale Intermediate School District Pam Cross, Teacher Consultant for Deaf and Hard of Hearing

Midland County Educational Service Agency Bethany Walter, Teacher Specialist for Deaf and Hard of Hearing

Oakland County Intermediate School District Kelly Heald, Teacher Consultant for Deaf and Hard of Hearing

Trenton Public Schools Michelle Minard, Parent-Infant Advisor, Teacher Consultant for Deaf and Hard of Hearing

Washtenaw Intermediate School District Barbara Leonard, Teacher Consultant for Deaf and Hard of Hearing


05

Michigan Early Childhood Planning Guide for Children Who Are Deaf or Hard of Hearing: Profile

Student Information

Student Name: Date of Birth:

ISD/RESA: District:

Native Language: Mode(s) of Communication:

Teacher with DHH Endorsement: Primary Service Provider:

Person Completing Form: Date Completed:

Initial IFSP Date: Current IFSP Date:

IFSP Service Hours/Week: Age at Identification of Hearing Loss:

Hearing Levels

Side Mild

25-40dB Moderate 40-55dB

Moderately Severe 55-70dB

Severe 70-90dB

Profound 90-120dB

Right

Left

Use of Amplification

Type Right Side Date Left Side Date Model

Hearing Aid Implementation

Bone Anchored Hearing Aid Implementation

Cochlear Implant Activation

Audiological Factors

Amplification Use Per Day:

None < 1 Hour 1-3 Hours

3-8 Hours All waking Hours

Additional Information

Describe any additional diagnoses, conditions, or

contributing factors:

Strengths and Interests

Describe the child’s strengths and interests:

Additional Notes:


06

Michigan Early Childhood Planning Guide for

Children Who Are Deaf or Hard of Hearing: Family Partnership Form

Child’s Name: Birth Date: Teacher With DHH Endorsement: Date:

Attendance: Consistent Intermittent Inconsistent Initial IFSP Date: Current IFSP Date: IFSP Service Hours/week:

Family Engagement Not Observed Emerging

(Observed 1-3 times)

Mastered

(Observed 5+ times)

Family demonstrates understanding of the daily use and care of hearing aids/CI/BAHA

Family demonstrates understanding of the audiogram

Family demonstrates understanding of the impact of the hearing loss

Family demonstrates understanding of communication choices

Family uses the communication modality chosen

Family actively participates during home visits

Family incorporates listening/receptive ASL activities into daily experiences

Family incorporates language activities into daily experiences

Family provides an environment conducive to listening/watching ASL throughout daily experiences

Family follows through with recommended home-based activities/follow-up activities

Family displays confidence as they advocate for their child

Family considers available data (as well as knowledge of their child) as they participate meaningfully in program planning and meetings

Family communicates effectively and works collaboratively with professionals and agencies involved in the child’s life (keeps a notebook/record of contact names and numbers, questions to ask, comprehends pertinent vocabulary, etc.)

Family networks with other parents/families of children who are DHH, and/or adults who are DHH (or demonstrates knowledge of networking options)

Family seeks out and accesses outside resources (agencies, other families with children who are DHH, etc.)

Family knows their rights or knows where to find updated information on DHH-related laws and rights


07

Receptive/Expressive Language Milestones and Skills

Student Name: Evaluator: Date:

Stage 1

Characteristic of a typically developing 1-2-year-old

Stage 2


Stage 3


Stage 4

Characteristic of a typically developing 4-5-year-old (or older)

Has receptive vocabulary between 50-100 words.

Responds to “where” questions.

Uses vocal inflection or eyebrows to indicate questions.

Imitates some signs or spoken words.

Expresses in approximation and/ or one-word/sign utterances.

ASL: Uses simple handshapes for signs (C, A, S, 1, 5)

Expresses 3-15 or more words/ signs.

Uses negation with a headshake and word/sign “no.”

Follows simple commands and statements.

Understands categories such as food or clothes.

Begins to ask questions using what, where, what’s that, what do.

Asks yes/no questions.

Repeats word/sign approximation to indicate yes to a question.

Answers simple “where,” “what’s that” questions.

Expresses 2-4 word/sign sentences.

ASL: Expands use of handshapes (to include B, F, O)

ASL: Begins to use classifiers for objects.

Has an expressive vocabulary of 200-300 words/signs.

Follows 2-3-step unrelated commands.

Sits and listens/watches stories for up to 10 minutes.

Participates in simple conversation.

Understands comparative language sign/ spoken (big, bigger, biggest).

ASL: Begins to use distinctions between noun-verb pairs (fly/airplane).

Asks simple questions using who, what, where, why, when, what color, what doing.

Answers simple who, what, why, where, how many questions.

Uses simple sentences including negatives, imperatives, and questions.

Expresses 3-4 words/signs in sentences including nouns, verbs, and adjectives.

ASL: Uses verb temporal aspect (change movement of the sign, add facial expressions).

Repeats a simple rhyme, song, blessing, or story.

Asks two-word questions.

Uses language in symbolic, dramatic, cooperative play.

Talks/signs about what he/she is doing.

Requests things.

Identifies actions.

Demonstrates understanding of questions by reusing some of the words from the question in his or her response.

Follows directions involving prepositions.

Understands category questions (e.g., What jumps?)

ASL: Adds handshapes and movement in a complex manner (finer and wrist dexterity increase).

Asks questions using how, when, why, which, what for, and “Do you know how to?” questions.

Answers who, what, where, why, what for, how, which, and simple “what if” questions.

Uses 5-6 words/signs in sentences, including nouns, verbs, adjectives, and adverbs.

Uses 2-3 different sentence structures.

Uses time indicators (always, never, tomorrow, later, yesterday, today).

ASL: Rhetorical questions emerging.

Uses language easily to relate ideas, stories, problems, and feelings.

Tells stories mixing real and unreal elements.

Actively participates in conversations and social interactions with extended discourse.

Tells a story with introduction/sequence of events/ conclusion.

Uses complex scenarios in play.

Recites nursery rhyme, song, blessing, or story from memory without prompting.

ASL: Verb sign modifications and noun sign modifications are used (intensity, manner, number, and distribution).

Uses (regular) past tense of verbs correctly.


08

Access To The Curriculum

Student Name: Evaluator: Date:

Stage 1


Stage 2


Stage 3


Stage 4

Characteristic of a typically developing 4-5-year-old (or older)

Demonstrates detection of sound.

Demonstrates identification of at least 15 sounds/visual indicators of routines.

Inconsistently uses amplification.

Recognizes that visual information is meaningful.

Uses single words/signs to request, repeat, and label.

Identifies familiar sounds and voices.

Recognizes words/signs have meaning.

Requests access to information.

Uses amplification all waking hours.

Listens for meaning in a small group.

Watches multiple familiar speakers for information.

Follows small group instruction.

Uses content vocabulary with facial expressions, gestures, and pointing.

Uses amplification full-time.

Tells an adult when amplification is not working properly.

Listens/follows for meaning in large group conversations.

Responds to teacher-directed questions.

Begins to display appropriate attention skills.

Has beginning knowledge of self-advocacy needs (ask for help).

Watches multiple speakers for information.

Uses content vocabulary in meaningful discourse.

Recognizes he/she needs to wear hearing aid to access information.

Is responsible for putting on own hearing device(s).

Reports when problems occur with hearing device(s).

Requests adult permission before removing hearing device(s).

Knows where and how to access information (watching interpreter or speaker).

Begins to recognize distance/clear line of vision as a factor in accessing and comprehending information.

Listens/watches for meaning in a variety of settings.

Attention span has increased long enough to gain curriculum concepts.

Attention span sufficient for classroom needs.

Follows large group and small group conversations, and rephrases with or without prompts.

Uses content vocabulary for information exchange.

Reports when there is a communication breakdown.

Volunteers to answer questions.


Student Name: Date of Birth: 1 Hour: Off13 Hours: OffISDRESA: District: Native Language: Modes of Communication: 38 Hours: OffAll waking Hours: OffTeacher with DHH Endorsement: Primary Service Provider: Person Completing Form: Date Completed: Initial IFSP Date: IFSP Service HoursWeek: contributing factors: Right Side DateHearing Aid Implementation: Left Side DateHearing Aid Implementation: ModelHearing Aid Implementation: Right Side DateBone Anchored Hearing Aid Implementation: Left Side DateBone Anchored Hearing Aid Implementation: ModelBone Anchored Hearing Aid Implementation: Right Side DateCochlear Implant Activation: Left Side DateCochlear Implant Activation: ModelCochlear Implant Activation: Describe the childs strengths and interests: Additional Notes: Childs Name: Birth Date: Teacher With DHH Endorsement: Date: Initial IFSP Date_2: Not ObservedFamily demonstrates understanding of the daily use and care of hearing aidsCIBAHA: Emerging Observed 13 timesFamily demonstrates understanding of the daily use and care of hearing aidsCIBAHA: Mastered Observed 5 timesFamily demonstrates understanding of the daily use and care of hearing aidsCIBAHA: Not ObservedFamily demonstrates understanding of the audiogram: Emerging Observed 13 timesFamily demonstrates understanding of the audiogram: Mastered Observed 5 timesFamily demonstrates understanding of the audiogram: Not ObservedRow3: Emerging Observed 13 timesRow3: Mastered Observed 5 timesRow3: Not ObservedRow4: Emerging Observed 13 timesRow4: Mastered Observed 5 timesRow4: Not ObservedFamily uses the communication modality chosen: Emerging Observed 13 timesFamily uses the communication modality chosen: Mastered Observed 5 timesFamily uses the communication modality chosen: Not ObservedFamily actively participates during home visits: Emerging Observed 13 timesFamily actively participates during home visits: Mastered Observed 5 timesFamily actively participates during home visits: Not ObservedFamily incorporates listeningreceptive ASL activities into daily experiences: Emerging Observed 13 timesFamily incorporates listeningreceptive ASL activities into daily experiences: Mastered Observed 5 timesFamily incorporates listeningreceptive ASL activities into daily experiences: Not ObservedFamily incorporates language activities into daily experiences: Emerging Observed 13 timesFamily incorporates language activities into daily experiences: Mastered Observed 5 timesFamily incorporates language activities into daily experiences: Not ObservedFamily provides an environment conducive to listeningwatching ASL throughout daily experiences: Emerging Observed 13 timesFamily provides an environment conducive to listeningwatching ASL throughout daily experiences: Mastered Observed 5 timesFamily provides an environment conducive to listeningwatching ASL throughout daily experiences: Not ObservedFamily follows through with recommended homebased activitiesfollowup activities: Emerging Observed 13 timesFamily follows through with recommended homebased activitiesfollowup activities: Mastered Observed 5 timesFamily follows through with recommended homebased activitiesfollowup activities: Not ObservedFamily displays confidence as they advocate for their child: Emerging Observed 13 timesFamily displays confidence as they advocate for their child: Mastered Observed 5 timesFamily displays confidence as they advocate for their child: Not ObservedFamily considers available data as well as knowledge of their child as they participate meaningfully in program planning and meetings: Emerging Observed 13 timesFamily considers available data as well as knowledge of their child as they participate meaningfully in program planning and meetings: Mastered Observed 5 timesFamily considers available data as well as knowledge of their child as they participate meaningfully in program planning and meetings: Not ObservedFamily communicates effectively and works collaboratively with professionals and agencies involved in the childs life keeps a notebookrecord of contact names and numbers questions to ask comprehends pertinent vocabulary etc: Emerging Observed 13 timesFamily communicates effectively and works collaboratively with professionals and agencies involved in the childs life keeps a notebookrecord of contact names and numbers questions to ask comprehends pertinent vocabulary etc: Mastered Observed 5 timesFamily communicates effectively and works collaboratively with professionals and agencies involved in the childs life keeps a notebookrecord of contact names and numbers questions to ask comprehends pertinent vocabulary etc: Not ObservedFamily networks with other parentsfamilies of children who are DHH andor adults who are DHH or demonstrates knowledge of networking options: Emerging Observed 13 timesFamily networks with other parentsfamilies of children who are DHH andor adults who are DHH or demonstrates knowledge of networking options: Mastered Observed 5 timesFamily networks with other parentsfamilies of children who are DHH andor adults who are DHH or demonstrates knowledge of networking options: Not ObservedFamily seeks out and accesses outside resources agencies other families with children who are DHH etc: Emerging Observed 13 timesFamily seeks out and accesses outside resources agencies other families with children who are DHH etc: Mastered Observed 5 timesFamily seeks out and accesses outside resources agencies other families with children who are DHH etc: Not ObservedFamily knows their rights or knows where to find updated information on DHHrelated laws and rights: Emerging Observed 13 timesFamily knows their rights or knows where to find updated information on DHHrelated laws and rights: Mastered Observed 5 timesFamily knows their rights or knows where to find updated information on DHHrelated laws and rights: Student Name_2: Evaluator: Date_2: Has receptive vocabulary between: OffResponds to where questions: OffUses vocal inflection or eyebrows: OffImitates some signs or spoken: OffExpresses in approximation and: OffASL Uses simple handshapes for: OffExpresses 315 or more words: OffUses negation with a headshake: OffFollows simple commands and statements: OffUnderstands categories such as food or: OffBegins to ask questions using what where: OffAsks yesno questions: OffRepeats wordsign approximation to indicate: OffAnswers simple where whats that: OffExpresses 24 wordsign sentences: OffASL Expands use of handshapes to include: OffASL Begins to use classifiers for objects: OffHas an expressive vocabulary of 200300: OffFollows 23step unrelated commands: OffSits and listenswatches stories for up to 10: OffParticipates in simple conversation: OffUnderstands comparative language sign: OffASL Begins to use distinctions between: OffAsks simple questions using who what: OffAnswers simple who what why where: OffUses simple sentences including negatives: OffExpresses 34 wordssigns in sentences: OffASL Uses verb temporal aspect change: OffRepeats a simple rhyme song blessing or: OffAsks twoword questions: OffUses language in symbolic dramatic: OffTalkssigns about what heshe is doing: OffRequests things: OffIdentifies actions: OffDemonstrates understanding of questions by reusing: OffFollows directions involving prepositions: OffUnderstands category questions eg What jumps: OffASL Adds handshapes and movement in a complex: OffAsks questions using how when why which what for: OffAnswers who what where why what for how which: OffUses 56 wordssigns in sentences including nouns: OffUses 23 different sentence structures: OffUses time indicators always never tomorrow later: OffASL Rhetorical questions emerging: OffUses language easily to relate ideas stories: OffTells stories mixing real and unreal elements: OffActively participates in conversations and social: OffTells a story with introductionsequence of events: OffUses complex scenarios in play: OffRecites nursery rhyme song blessing or story from: OffASL Verb sign modifications and noun sign: OffUses regular past tense of verbs correctly: OffStudent Name_3: Evaluator_2: Date_3: Demonstrates detection of sound: OffDemonstrates identification of at: OffInconsistently uses amplification: OffRecognizes that visual information is: OffUses single wordssigns to request: OffIdentifies familiar sounds and voices: OffRecognizes wordssigns have meaning: OffRequests access to information: OffUses amplification all waking hours: OffListens for meaning in a small group: OffWatches multiple familiar speakers for: OffFollows small group instruction: OffUses content vocabulary with facial: OffUses amplification fulltime: OffTells an adult when amplification is not: OffListensfollows for meaning in large group: OffResponds to teacherdirected questions: OffBegins to display appropriate attention: OffHas beginning knowledge of selfadvocacy: OffWatches multiple speakers for information: OffUses content vocabulary in meaningful: OffRecognizes heshe needs to wear hearing aid to: OffIs responsible for putting on own hearing: OffReports when problems occur with hearing: OffRequests adult permission before removing: OffKnows where and how to access information: OffBegins to recognize distanceclear line of vision: OffListenswatches for meaning in a variety of: OffAttention span has increased long enough to gain: OffAttention span sufficient for classroom needs: OffFollows large group and small group conversations: OffUses content vocabulary for information exchange: OffReports when there is a communication: OffVolunteers to answer questions: OffNone: OffR25: OffR40: OffR55: OffR70: OffR90: OffL25: OffL40: OffL55: OffL70: OffL90: OffCurrent IFSP Date_2: IFSP H/Week: Current IFSP Date: Age at identification: Consistent1: OffIntermittent: OffInconsistent: Off

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