Describe the student’s use of pragmatic language skills. (e.g., can the student participate in turn-taking, in a small group or class discussion, and express self appropriately in social settings? Is the student responsible for his/her own equipment? (e.g., report when it isn’t working, keeping it charged, changing batteries, taking it to classes, etc.) If needed, does this student know how to use interpreters, captionists, etc.? Describe how the student gains access (e.g., through interpreters, captioning, text to text interpreting, closed captions, etc.) to information presented in the classroom (oral, printed, and video)? What assistive technology devices does the student use and for what purpose(s)? Describe the data used to determine this need. Additional Resources: Building Skills for Success in the Fast-Paced Classroom; Optimizing Achievement for Students with Hearing Loss by Karen L. Anderson & Kathleen A. Arnoldi IEP/Communication Plan for Students Who Are Deaf or Hard of Hearing IEP Checklist Functional Listening Evaluation Iowa Expanded Core Curriculum Current Audiological Assessment Data Example of Present of Academic Achievement and Functional Performance Present Level of Academic Achievement and Functional Performance Present Levels of Academic Achievement and Functional Performance, including how the disability affects the student’s involvement and progress in the general curriculum: (For preschool children include the effect on participation in appropriate activities; Beginning in the 8th grade year or when the child has reached the age of 14, a statement of transition is included.) Communication Status Performance commensurate with similar age peers Academic Performance Performance commensurate with similar age peers Health, Vision, Hearing, Ability Performance commensurate with similar age peers According to a medical report provided by Garnet’s parents, she has a diagnosis of Oppositional Defiant Disorder. Social and Emotional Status Performance commensurate with similar age peers According to a school-wide behavioral data (universal screener), Garnet’s behavior is rated high risk for aggressive behaviors and behavior problems. During the current school year, Garnet has 6 office discipline referrals and has been suspended two days for physical aggression. According to a formal Executive Functioning emotional control rating scale, Garnet has frequent tantrums, overreacts to small problems, and is quick to anger with intensity level higher than same age and gender peers.
Describe the student’s use of pragmatic language skills. (e.g., can the student participate in turn-taking, in a small group or class discussion, and express self appropriately in social settings? Is the student responsible for his/her own equipment? (e.g., report when it isn’t working, keeping it charged, changing batteries, taking it to classes, etc.) If needed, does this student know how to use interpreters, captionists, etc.? Describe how the student gains access (e.g., through interpreters, captioning, text to text interpreting, closed captions, etc.) to information presented in the classroom (oral, printed, and video)? What assistive technology devices does the student use and for what purpose(s)? Describe the data used to determine this need. Additional Resources: Building Skills for Success in the Fast-Paced Classroom; Optimizing Achievement for Students with Hearing Loss by Karen L. Anderson & Kathleen A. Arnoldi IEP/Communication Plan for Students Who Are Deaf or Hard of Hearing IEP Checklist Functional Listening Evaluation Iowa Expanded Core Curriculum Current Audiological Assessment Data Example of Present of Academic Achievement and Functional Performance Present Level of Academic Achievement and Functional Performance Present Levels of Academic Achievement and Functional Performance, including how the disability affects the student’s involvement and progress in the general curriculum: (For preschool children include the effect on participation in appropriate activities; Beginning in the 8th grade year or when the child has reached the age of 14, a statement of transition is included.) Communication Status Performance commensurate with similar age peers Academic Performance Performance commensurate with similar age peers Health, Vision, Hearing, Ability Performance commensurate with similar age peers According to a medical report provided by Garnet’s parents, she has a diagnosis of Oppositional Defiant Disorder. Social and Emotional Status Performance commensurate with similar age peers According to a school-wide behavioral data (universal screener), Garnet’s behavior is rated high risk for aggressive behaviors and behavior problems. During the current school year, Garnet has 6 office discipline referrals and has been suspended two days for physical aggression. According to a formal Executive Functioning emotional control rating scale, Garnet has frequent tantrums, overreacts to small problems, and is quick to anger with intensity level higher than same age and gender peers.
iepguidancedocument%20july%202015.docx