Indiana Deaf Education And Assessments Of Language (IDEAL .
Indiana Deaf Education andAssessments of Language(IDEAL) Annual Report (FY21)Center for Deaf and Hard of Hearing EducationAugust 2021
OUR MISSION:To Promotepositiveoutcomesfor all deafTopromote,protect,and improveand hardof hearingchildrenthroughthehealthand safetyof allHoosiers.information, services and education.OUR VISION:Deaf andhard ofreacheshearing childrenEveryHoosieroptimalwillhealthhave the resourcesand supportto reachregardlessof wherethey live,learn,their full potential.work,or play.
IC-20-35-12IDEAL Overview FlyerTools & Assessment ListAssessment Reporting PortalAssessment Portal How-To; TipsTechnical Assistance Flyers & VideosParent DocumentIDEAL- code & resources
Overall Demographics Total data points: 567 Age range: 3 months – 10 years, 9months Sex: Male- 257, Female- 220 (notprovided: 89) Data of children in 79 schooldistricts, 8 First Steps Clusters (notprovided: 192) Programming: IFSP- 82, IEP- 240,504 Plan- 11, none- 3 (not provided:230)Age Range7%11% 1 year7%1 year7%18%5%4%2 years3 years4 years5 years6 years7 years8%15%9%9%8 years9 years10 years4
Overall 7HEARING AID (UNILATERAL)359Yes350135COCHLEAR IMPLANT(UNILATERAL)5COCHLEARIMPLANT HEARING AID4COCHLEAR IMPLANT(BILATERAL)# of Children ReportedHEARING AIDS (BILATERAL)6929BAHA5BAHA (BILATERAL)0# of Children 1911631005050No/NotApplicable180Interpreter UseHAT useListening Check5
Overall Assessment ResultsLanguage Assessment ResultsLiteracy Assessment Results2%2%43%50%48%55%Above Average/Expected RangeWithin Average/Expected RangeBelow Average/Expected Range***Based on 219 data points of core/composite/overall languagescores on the following measures: AEPS (Communication), ASLRST, CELF-5, CELF-P2&3, LDS, OWLS-II, PLS-5, TACL-4, TEXL,TOLDP-4&5, VCSL)See IDEAL List of Tools and Assessments for more information onincluded measuresAbove grade/expected rangeon grade/level/expectations/pass/fluentbelow grade/expectations/did not pass/some or at risk***Based on 318 data points of reading/writing/English LanguageArts scores on the following measures: DIBELS, F&P, ILEARN, IREAD,ISPROUT, NWEA-MAP, Star, WIDA)See IDEAL List of Tools and Assessments for more information onincluded measures6
American Sign Language – Receptive SkillsTest (ASL-RST)Percent Ranges120Percent Range100806040200Each line represents reported scores for an individual child7
Assessment, Evaluation, and ProgrammingSystem for Infants & Children (AEPS)Standard Deviations10.5Standard Deviation0-0.5-1-1.5-2-2.5CognitionSocial CommunicationSocialEach line represents reported scores for an individual child8
Clinical Evaluation of LanguageFundamentals—Preschool-2 (CELF-P2)Subtest Scaled ScoresStandard Scores141201101086420100Standard ScoreScaled ch line represents reported scores for an individual child9
Clinical Evaluation of LanguageFundamentals—Preschool-3 (CELF-P3)Subtest Scaled Scores12014110108642Standard Score1612Scaled ScoreIndex Standard Scores1009080706050400Each line represents reported scores for an individual child10
Clinical Evaluation of Language Fundamentals—Fifth Edition; 5-8 years (CELF-5)Subtest Scaled ScoresIndex Standard Scores201601814014121086420Standard ScoreScaled uageStructureIndexEach line represents reported scores for an individual child11
Clinical Evaluation of Language FundamentalsFifth Edition, 9-21 years (CELF-5)Subtest Scaled ScoresIndex Standard Scores16130120121011081006420Standard ScoreScaled Score14908070605040Core exLanguageLanguageContent Index Memory IndexEach line represents reported scores for an individual child12
Clinical Evaluation of LanguageFundamentals Metalinguistics—Fifth EditionSubtest Scaled Scores76Scaled Score543210Metalinguistics Profile Making InferencesConversation SkillsMultiple MeaningsFigurative LanguageEach line represents reported scores for an individual child13
Dynamic Indicators of Basic Early LiteracySkills (DIBELS)Risk Classifications40# of Children Reported35302520151050Letter NamingFluencyPhonemeNonsense Word Nonsense Word Word uencyCore Support/Negligible RiskCore Support/Minimal RiskOral ReadingFluencyStrategic Support/Some RiskOral ReadingFluency-ACCMazeIntensive Support/At RiskCompositeNot reported14
Fountas and Pinnell Benchmark AssessmentSystems (F&P)Reading Levels1614# of Children Reported121086420Above Grade LevelOn Grade LevelBelow Grade Level15
Indiana’s Alternative Measure (IAM)Proficiency LevelAtApproachingBelow# of Children Reported10English/Language Arts Overall16
Indiana Learning Evaluation ReadinessNetwork (ILEARN)Proficiency LevelsAboveAtApproachingBelowNot Reported8# of Children Reported76543210English/Language ArtsKey Ideas & TextualSupport/VocabularyStructural Elements &Organization/Connection ofIdeas/Media LiteracyWriting17
Indiana Reading Evaluation andDetermination (IREAD-3)Passing StatusDid Not Pass100Not Reported209018801670146012501086420%# of Children ReportedPassPercentages403020100Reading: Foundationsand VocabularyReading: NonfictionReading: LiteratureEach line represents reported scores for an individual child18
Indiana Student Performance Readiness &Observation of Understanding Tool (ISPROUT)On LevelBelow LevelUnscored/Not Scorable12On LevelBelow LevelUnscored/Not Scorable86543210EmotionResponse to Self ControlIdentification DistressedStrategiesPeerPersistingwith Tasks6Language420Writing to Purposes Lowercase Uppercase RhymingWordConveyandLettersLettersWords MeaningsMeaning Situations# of Children Reported# of Children Reported10# of Children ReportedBehaviorReading543On Level2Below Level1Unscored/Not Scorable0Respond toQuestionsSocial BehaviorFollowingDirections19
Northwest Evaluation Association Measuresof Academic Progress (NWEA-MAP)Achievement Status80# of Children Reported706050403020100LanguageAt or Above Grade ExpectationsReadingBelow Grade ExpectationsNot Reported20
Oral and Written Language Scales SecondEdition (OWLS-II)Standard Scores110100Standard Score908070605040Listening ComprehensionOral ExpressionOral Language CompositeEach line represents reported scores for an individual child21
Preschool Language Scales, Fifth Edition(PLS-5)Standard Scores130120110Standard Score100908070605040Auditory ComprehensionExpressive CommunicationTotal Language ScoreEach line represents reported scores for an individual child22
SKI-HI Language Development Scales (LDS)Age Equivalents40# of Children Reported35302520151050Receptive LanguageAt or Above Age ExpectationsExpressive LanguageBelow Age Expectations23
Star Early Literacy & ReadingLiteracy ProficiencyReading Proficiency4# of Children Reported# of Children Reported32132100LiteracyEmergent ReaderTransitioning ReaderProbable ReaderReadingAboveAtApproachingBelow24
Test for Auditory Comprehension ofLanguage—Fourth Edition (TACL-4)Subtest Scaled ScoresIndex Standard Score61201105100Standard ScoreScaled Elaborated Phrases &Sentences40Composite Performance Receptive Language IndexEach line represents reported scores for an individual child25
Test of Expressive Language (TEXL)Subtest Scaled ScoresIndex Standard Score1312011110100Standard ScoreScaled esElaborated Phrases andSentences40Composite Performance Expressive Language IndexEach line represents reported scores for an individual child26
Test of Language Development Primary—Fourth Edition (TOLDP-4)Index Standard Scores20130181201611014121086Standard ScoreScaled ScoreSubtest Scaled Scores100908070604502400Each line represents reported scores for an individual child27
Visual Communication and Sign LanguageChecklist (VCSL)Age Equivalents16# of Children Reported14121086420Axis TitleAt Age ExpectationsBelow Age Expectations28
World-Class Instructional Design andAssessment (WIDA)Proficiency Levels7# of Children ngBelow Proficiency29
Reference for Score Ranges
e Average8-125-7AverageBelow Average1-4Five-CategoryDescriptorsStandard ScoresSuperior 130Above AverageAverageBelow AverageFar Below Average115-12986-11471-85 70Reference for Score Ranges
Questions?CONTACT:Center for Deaf and Hard of Hearing ideal/32
Fluency Phoneme Segmentation Fluency Nonsense Word Fluency-CLS Nonsense Word Fluency-WRC Word Reading Fluency . Elaborated Phrases and Sentences e Subtest Scaled Scores 40 50 60 70 80 90 100 110 120 . PowerPoint
Karen Ann Dooley, Miss Deaf New York . Diane L. Lavallee, Miss Deaf North Carolina Debra A. Krausa, Miss Deaf Pennsylvania Donna Jo. Brandt, . Jane Frances Kelleher Connie Ammerman Sandra Delois Kimball Miss Deaf Iowa Miss Deaf Kentucky Miss Deaf Louisiana . Brenda Kay Dow Alice Marie Sykora Susan Elizabeth Burnes .
Indiana State University 2 5.0% University of Southern Indiana 0 0.0% Indiana University-Bloomington 6 15.0% Indiana University-East 0 0.0% Indiana University-Kokomo 1 2.5% Indiana University-Northwest 0 0.0% Indiana University-Purdue University-Indianapolis 4 10.0% Indiana University-South Bend 0 0.0% Indiana University-Southeast 1 2.5%
Deaf Studies and Deaf Education program at Lamar University, owns 512 Terps, a sign language interpreting agency in Austin, Tex. He earned his bachelor's degree in secondary English and education and his master's degree in deaf education from Gallaudet University. Ocuto's work focuses on the role of sign language in the home and how sign .
Lamar University is one of only a few universities in the United States offering a doctoral degree in Deaf Studies and Deaf Education. In offering this program, Lamar University is addressing a critical national and international shortage of doctoral-trained educators of the Deaf and scholars in the field of Deaf Studies.
2 Workshop for Emerging Deaf and Hard of Hearing Scientists (White Paper) Chapter 1: Introduction Underrepresentation of deaf and hard of hearing professionals in STEM STEM degrees among deaf and hard of hearing students. According to the report Doctorate Recipients from U.S. Universities (NCSES 2011a), 237 deaf and hard of hearing
The Deaf Empowerment Program (DEP) is an academic upgrading program for Deaf, Deaf-Blind, hard-of-hearing, and deafened individuals, age 19 and over., This program provides instruction in math, reading, writing, basic computer and employability skills. DEP uses Deaf instructors using ASL. This program is free for students; there is no tuition.
brief history of Deaf artists in theater, distinguishing the concepts of “Deaf in theater” and “Deaf theater.” The first documented performance of Deaf people in theater was a pantomime performance in 1884. References in Plato’s Cratylus, a dialogue about language, address the fact that if humans couldn’t speak they would use
Lamar University is one of only a few universities in the United States offering a doctoral degree in Deaf Studies and Deaf Education. In offering this program, Lamar University is addressing a critical national and international shortage of doctoral-trained educators of the Deaf and scholars in the field of Deaf Studies.
