Project 2
Project 2 Vanessa Blaauw
Eligibility Criteria Worksheet:
https://drive.google.com/file/d/1H3Zx3OckZXl1zP4jyL3ZMIxUgBBGTZUz/view?usp=sharing
Edited Eligability https://drive.google.com/a/milwaukee.k12.wi.us/file/d/1xQNIMDGMxISkukbW-8VKL9Q320RBbgnE/view?usp=drivesdk
Eligibility Updated!: https://drive.google.com/a/milwaukee.k12.wi.us/file/d/1xQNIMDGMxISkukbW-8VKL9Q320RBbgnE/view?usp=drivesdk
https://drive.google.com/file/d/1H3Zx3OckZXl1zP4jyL3ZMIxUgBBGTZUz/view?usp=sharing
Edited Eligability https://drive.google.com/a/milwaukee.k12.wi.us/file/d/1xQNIMDGMxISkukbW-8VKL9Q320RBbgnE/view?usp=drivesdk
Eligibility Updated!: https://drive.google.com/a/milwaukee.k12.wi.us/file/d/1xQNIMDGMxISkukbW-8VKL9Q320RBbgnE/view?usp=drivesdk
Special Factor DHH: https://docs.google.com/document/d/11Sxw5L618G9almk3RHXymiAZXbP0C1SpoVTkJCMU-s8/edit?usp=sharing
Academic goal IEP 2 Benchmarks:
1. Goal Statement:
Emmanuel will increase his phonemic awareness, so that he ca accurately discriminate between words in his grade level text and vocabulary.
a. Baseline (Student's current level of performance from which progress toward this goal will be measured):
Currently Emmanuel is able to accurately read grade level content with 40% accuracy and discriminate between phonemically similar words 4 out of 10 opportunities.
b. Level of Attainment (Must relate to the baseline measurement and reflect progress):
He will be able to read grade level material with 80% accuracy and discriminate between similar phonemic words 8 out of 10 opportunities.
2. Benchmarks or Short-Term Objectives (Required for students with the most significant cognitive disability expected to participate in an assessment aligned with alternate academic achievement standards.):
A. Emmanuel will be able pronounce accurately and discriminant between common similar key terms used in class with 50% accuracy 5/10 opportunities.
B. Emmanuel will be able to accurately discriminate key classroom vocabulary and terms providing an accurate definition with 60% accuracy 7/10 opportunities.
1. Goal Statement:
Emmanuel will increase his phonemic awareness, so that he ca accurately discriminate between words in his grade level text and vocabulary.
a. Baseline (Student's current level of performance from which progress toward this goal will be measured):
Currently Emmanuel is able to accurately read grade level content with 40% accuracy and discriminate between phonemically similar words 4 out of 10 opportunities.
b. Level of Attainment (Must relate to the baseline measurement and reflect progress):
He will be able to read grade level material with 80% accuracy and discriminate between similar phonemic words 8 out of 10 opportunities.
2. Benchmarks or Short-Term Objectives (Required for students with the most significant cognitive disability expected to participate in an assessment aligned with alternate academic achievement standards.):
A. Emmanuel will be able pronounce accurately and discriminant between common similar key terms used in class with 50% accuracy 5/10 opportunities.
B. Emmanuel will be able to accurately discriminate key classroom vocabulary and terms providing an accurate definition with 60% accuracy 7/10 opportunities.
Video Link of Teaching: https://youtu.be/8A6Kl92KyCw
Student Observation Worksheet: https://docs.google.com/document/d/1u7LDzi1bAMT0CjIUSaIxN7qx8ynfnze6AY3e3aX1HTM/edit?usp=sharing
Lesson:https://docs.google.com/document/d/1ymIt9fkPhUoTxNpLffSRSiEZdNAy9cy93RN7omUzL6w/edit?usp=sharing
Review of the math terms Product, Quotient, Sum, and Difference
Practicing pronunciation and functional use of vocabulary.
Using a Kahoot Quiz to keep students engaged.
I originally had set up the camera to have the full screen recorded, but it didn’t get my vocabulary board shown for students to use as a visual reference.
Student Observation Worksheet: https://docs.google.com/document/d/1u7LDzi1bAMT0CjIUSaIxN7qx8ynfnze6AY3e3aX1HTM/edit?usp=sharing
Lesson:https://docs.google.com/document/d/1ymIt9fkPhUoTxNpLffSRSiEZdNAy9cy93RN7omUzL6w/edit?usp=sharing
Review of the math terms Product, Quotient, Sum, and Difference
Practicing pronunciation and functional use of vocabulary.
Using a Kahoot Quiz to keep students engaged.
I originally had set up the camera to have the full screen recorded, but it didn’t get my vocabulary board shown for students to use as a visual reference.
I wanted to keep this conversation in you blog in case Karla (or others) need to see.
ReplyDeleteFrom my email to you: Please view the link below for feedback on Project #2. Theres a few things I need you to do as follow up. Please answer my questions in red with an alternating color and email me when it's ready for me to take a second look.
https://docs.google.com/document/d/1ZauZtMOX8uLgd8mEk2H71njrHm3uzV-qmhgpszMkue0/edit?usp=sharing
Your Email to me: Should I attach the Audiogram and or the IEP? I can fill out the information I have from the IEP.
For example, should I put down specific sounds he can not hear or has difficulty pronouncing? I also don’t have very much information about the Spanish aspect. We have a coordinator here who gave the test to him and I didn’t know that until I saw the update from the Speech Path.
My Response to you: No, I don't need to see the audiogram. A brief description of what the audiogram shows is all you need (with the date of evaluation) for the first section of the eligibility check list. Similar to the example I gave you.
The Eligibility Checklist doesn't have anything to do with him speaking Spanish at home so you don't need to include that either. The purpose of this assignment is to get you comfortable filling out these forms. You will need to do it anytime a new student is recommended for HI services and every 3 years for current students. What you need to do is evaluate need and summarize those needs in the document. It's essentially what you submit to DPI saying "yes, this child has a hearing loss and here's how it's affecting them at school."
In an email to me you wrote: For each goal you commented how I didn't have a flow to my goal, but I needed to keep along one track. For example if my goal is discrimination, then I need to stick with that and not also add in distinguish or comprehend. I need to make the goals very specific? When I first started, I felt like I was told to make broad goals to cover more topics. I mean discrimination could be a broad goal in the sense it may cover terms from any of the students classes, such as math and reading.
ReplyDeleteMy response:Broad goals are good, but at the same time, you still need to be specific. You have to write goals under the assumption that whoever is reading it knows nothing more about the child than what's written in the IEP. We want them written in a way that anyone could pick up the IEP and know exactly what to do. When I told you to be more specific, I didn't necessarily mean to hone in on one particular skill. They way you had it written was very confusing in terms of auditory skill development.
There is a progression to auditory skill development. There are 4 main brain tasks when it comes to development: Detection, Discrimination, Identification, and Comprehension. Detection being the simple form and Comprehension being the most complex.
They way you had it written, it wasn't clear which skill you were really focusing on. While it is possible to work on multiple brain tasks at the same time, it's not always advantageous to do so.
If the goal was auditory skill development, you really want to focus on one at a time. If the goal was overall vocabulary usage/knowledge/application, then the goal would have looked different. I think you are trying to combine the two, when they aren't really the same thing.
Phonemic awareness helps with decoding, which fits with the distinguishing words and word recognition portion of the goal. It doesn't however support comprehension. Just because one can read a word and pronounce it correctly, doesn't mean they know what it means. Are you beginning to see why I asked for you to be more specific? If not, perhaps email isn't the best way to go about talking this through. We can always schedule a chat (phone or video) if you want to talk about it more.
Have you taken the Listening and Spoken Language class yet? The name may have changed. You learn more about this topic in that class.