Access To Curriculum Assessment Tool-- ATCAT-- 4. Teacher of Deaf and Hard of Hearing Instrument
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1 @ --. Teacher of Deaf and Hard of Hearing Instrument Minneapolis, Minnesota Diane Joseph, or Sherry Landrud, or Jane Dorn, Instructions! a. Instruction Format! b. overview! c. Student Summary. Parent! a. Scoring Percentiles--Parent Individual! b. Graphing--Parent Individual! c. Calculating--Parent Strands. Speech & Language Clinician! a. Scoring Percentiles--Speech & Language Clinician Individual! b. Graphing--Speech & Language Clinician Individual! c. Calculating--Speech & Language Clinician Strands. Deaf & Hard of Hearing Teacher! a. Scoring Percentiles--Deaf & Hard of Hearing Individual! b. Graphing--Deaf & Hard of Hearing Individual! c. Calculating--Deaf & Hard of Hearing Strands 5. General Education Teacher! a. Scoring Percentiles--General Education Teacher Individual! b. Graphing--General Education Teacher Individual! c. Calculating--General Education Teacher Strands 6. Special Education Support! a. Scoring Percentiles--Special Education Support Individual! b. Graphing--Special Education Support Individual! c. Calculating--Special Education Support Strands 7. Student! a. Scoring Percentiles--Student Individual! b. Graphing--Student Individual! c. Calculating--Student Strands 8. Summary paperwork! a. Percentiles Individuals A-J--All Participants! b. 6 Strand Percentages, All Participants! c. Graphing all Participants 6 Strands
2 Student: -- Teacher of Deaf & Hard of Hearing Minneapolis, Minnesota Diane Joseph, djoseph@isd.org or dianejoseph@comcast.net, Sherry Landrud, sllandrud@district87.org or slandrud@hotmail.com; Jane Dorn, Jane.Dorn@anoka.k.mn.us page School: Type of amplification: Great! Good Okay So so t good Instructions: Complete items that seem to make sense for your student by circling one of the 5 choices for each appropriate test item. Leave items blank if they do not apply and make comments for any items. The instrument s purpose is to document your student s access to the school curriculum. Student s speech is... A Intelligible to adults Intelligible to Intelligible to familiar listeners Intelligible to new listeners Communication-- Student... B wants to communicate with wants to communicate with adults uses language to gain information is confident communicating with others what parents say what adults say what say communicates effectively conversational rules appropriately reacts with who do not understand is able to sequence and retell events chit chat and humor Jolando s Wednesday, April,
3 -- Teacher of Deaf & Hard of Hearing Minneapolis, Minnesota Diane Joseph, djoseph@isd.org or dianejoseph@comcast.net, Sherry Landrud, sllandrud@district87.org or slandrud@hotmail.com; Jane Dorn, Jane.Dorn@anoka.k.mn.us page Participation of Student... C follows instructions participates in activities volunteers follows activities takes own notes asks for help asks for clarification Accommodations Available... D Uses interpreter, transliterator, c print operator signs or cues from others has knowledge student can ask for help uses staff support appropriately uses classroom visual cues appropriately Amplification used FM system used for connection to technology (ex. computer patch cable) teacher notes provided for student full-face seen during lesson Jolando s Wednesday, April,
4 -- Teacher of Deaf & Hard of Hearing Student Interview Summary Undeveloped at this time Minneapolis, Minnesota page Diane Joseph, djoseph@isd.org or dianejoseph@comcast.net, Sherry Landrud, sllandrud@district87.org or slandrud@hotmail.com; Jane Dorn, Jane.Dorn@anoka.k.mn.us Ability to explain hearing loss Rubric Date of interview # of Concepts Related # of Correct Concepts Explained Related to question information Other: Specific Audiological Terminology Hearing loss Ability to explain seating needs Hearing loss Seating needs Seating needs Accommodations Ability to explain accommodation needs Accommodations Jolando Wednesday, April,
5 Student: Observation -- Teacher of Deaf & Hard of Hearing Student Interview Minneapolis, Minnesota Diane Joseph, djoseph@isd.org or dianejoseph@comcast.net, page Sherry Landrud, sllandrud@district87.org or slandrud@hotmail.com; Jane Dorn, Jane.Dorn@anoka.k.mn.us Prior to observation, send e mail to child s teachers. Ask teachers to keep you informed if they notice the child misunderstanding in class--class information, terminology, directions... Classroom configuration This instrument focuses on many questions that might not be noted in one short observation. It is recommended that this instrument be completed after the observation and done, at least, partially and immediately with student to insure observer understood the context of classroom activity. Observation: document if the child mis in class--(class information, terminology, directions...) Student s preferential seating & environment E visual access to teacher visual access to has access to teacher s auditory input has access to peer s auditory input noise kept to minimum large group discussions quiet small group discussions quiet room arrangement conducive for listening number of students in room conducive for listening Learning within curriculum F has strategies to get information knows information when called on has knowledge of curriculum vocabulary curriculum matches language level knows when misunderstanding and does something about it attends to teacher teacher knows material following lesson works independently volunteers to contribute in class called on during observation on target when called on differentiated curriculum available needed appropriate curriculum daily vocabulary Jolando Wednesday, April,
6 -- Teacher of Deaf & Hard of Hearing Student Interview Minneapolis, Minnesota page 5 Diane Joseph, djoseph@isd.org or dianejoseph@comcast.net, Sherry Landrud, sllandrud@district87.org or slandrud@hotmail.com; Jane Dorn, Jane.Dorn@anoka.k.mn.us student advocates G for quiet work setting for own amplification needs for good listening seat Social engagement H communicates with at appropriate times uses peer cues to assist in understanding has strategies to interact with responds appropriately when don t understand communicate & participate with student student wants to communicate with Teacher communication I teacher student s speech teacher s rate, pitch, loudness appropriate wait time given student student included in discussions repeats contributions clear enunciation structured learning style amplification present amplification properly used Jolando Wednesday, April,
7 @ Scoring--Deaf & Hard of Hearing Individual Minneapolis, Minnesota Diane Joseph, or Sherry Landrud, or Jane Dorn, D-A My student s speech is... A D-D Accommodations Available... D D-G: student advocation G X (number rated)= X (number rated)= X (number rated)= D-B My student s communication... B D-E Student s preferential seating & environment E D-H: Social engagement H X (number rated)= X (number rated)= X (number rated)= D-C Participation of Student... C F D-F: Student s learning within the curriculum D-I: Teacher communication I X (number rated)= X (number rated)= X (number rated)= Jolando Wednesday, April,
8 Student: Graphing--Deaf & Hard of Hearing Individual Minneapolis, Minnesota Diane Joseph, djoseph@isd.org or dianejoseph@comcast.net, Sherry Landrud, sllandrud@district87.org or slandrud@hotmail.com; Jane Dorn, Jane.Dorn@anoka.k.mn.us Percentages A B C D E F G H I Discussion D-A My student s speech is... D-B My student s communication... D-C Participation of Student... D-D Accommodations Available... D-E Student s preferential seating & environment D-F: Student s learning within the curriculum D-G: student advocation D-H: Social engagement D-I: Teacher communication Strengths Concerns Potential IEP goal Needs Jolando s Wednesday,
9 @ Calculating--Teacher of Deaf and Hard of Hearing Strands Minneapolis, Minnesota Diane Joseph, or Sherry Landrud, or Jane Dorn, Score-- Communication Strand Curriculum Strand Participation Strand Social Strand Accommodations Strand A B C D E F G H I A B C D E F G H I sum / # items / / / / / / % % % % % % % Jolando s 5 Wednesday,
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