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The Expanded Core Curriculum
For Students Who Are Deaf or Hard of Hearing
Revised January 2013
Iowa Department of Education

Bureau of Student Family Support Services
State of Iowa
Department of Education
Grimes State Office Building
400 E 14th St
Des Moines IA 50319-0146
State Board of Education

Rosie Hussey, President, Clear Lake
Charles C. Edwards, Jr., Vice President, Des Moines
Sister Jude Fitzpatrick, West Des Moines
Brian Gentry, Des Moines
Michael L. Knedler, Council Bluffs
Valorie J. Kruse, Sioux City
Ana Lopez-Dawson, Pella
Max Phillips, Woodward
LaMetta Wynn, Clinton
Corey Anderson, Student Member
Administration
Kevin W. Fangman, Acting Director and Executive Officer of the
State Board of Education
Gail M. Sullivan, Chief of Staff
Student and Family Support Services

Marty Ikeda, Bureau Chief
Marsha Gunderson, Consultant
It is the policy of the Iowa Department of Education not to discriminate on the basis of race, creed, color, sex, sexual orientation, gender identity, national origin, gender, disability,
religion, age, political party affiliation, or actual or potential parental, family or marital status in its programs, activities, or employment practices as required by the Iowa Code sections
216.9 and 256.10(2), Titles VI and VII of the Civil Rights Act of 1964 (42 U.S.C. 2000d and 2000e), the Equal Pay Act of 1973 (29 U.S.C. 206, et seq.), Title IX (Educational
Amendments, 20 U.S.C. 1681 1688) Section 504 (Rehabilitation Act of 1973, 29 U.S.C. 794), and the Americans with Disabilities Act (42 U.S.C. 12101, et seq.).
If you have questions or grievances related to compliance with this policy by the Iowa Department of Education, please contact the legal counsel for the Iowa Department of Education,
Grimes State Office Building, 400 E 14th St, Des Moines IA 50319-0146, telephone number 515/281-5295, or the Director of the Office for Civil Rights, U.S. Department of Education,
111 N. Canal Street, Suite 1053, Chicago, IL 60606-7204.
Forward
The concept of what has become the Expanded Core Curriculum for Students who are Deaf or Hard of Hearing (ECC-DHH) had its beginning in
two documents for students with visual impairments: the National Agenda for the Education of Children and Youths with Visual Impairments,
Including Those with Multiple Disabilities and Quality Programs for Students with Visual Impairments (QPVI). Both documents were used in Iowa at
the time I was involved in the development of the National Agenda: Moving Forward on Achieving Educational Equality for Deaf and Hard of
Hearing Students as an Advisory Committee Member. This National Agenda brought forward goals for the nation to improve quality of
educational services for students who are deaf or hard of hearing. Also during this time, an expanded core curriculum for students with
visual impairments was being developed in Iowa. The concept of an expanded core curriculum for students who are deaf or hard of
hearing was a topic for discussion. Wisconsin Department of Public Instruction had used the concept of an expanded core curriculum in
2002 in their Eligibility Criteria Guidelines for Students Who Are Deaf or Hard of Hearing Evaluation Guide. After much discussion, a draft
document outlining the concept of the ECC-DHH was written by me and circulated in July 2004. At this same time, the Iowa Department
of Education entered into an agreement with the developer of QPVI to support the adaptation and development of QPVI into Quality
Programs for Students Who Are Deaf or Hard of Hearing (QPDHH). One of the key components of QPDHH is the unique needs of students
who are deaf or hard of hearing. All of these documents led to formalizing the unique educational needs of this population. In 2007, the
Iowa Department of Education formed a workgroup to create The Expanded Core Curriculum for Students Who Are Deaf or Hard of Hearing.
Thank you to the contributors, listed below, without whom this document would not exist.
Marsha Gunderson, Consultant
Audiology, Deaf & Hard-of-Hearing
Education Services
Iowa Department of Education
August 2010
Contributors
Christine Auxier, Heartland AEA 11 Charlotte Herrman, Iowa School for the Deaf and
LeeAnn Bradley, Iowa School for the Deaf Green Hills AEA
Valorie Caputo, Green Hills AEA Nancy Moothart, AEA 267
Tori Carsrud, Heartland AEA 11 Sue Schulz, Keystone AEA
Polly Fullbright, Des Moines Public Schools Althea Weems, Great Prairie AEA
Kathy Geisler, Northwest AEA
Table of Contents
Introduction ...................................................................................................................................................................................... 2
Audiology .......................................................................................................................................................................................... 9
Career Education ............................................................................................................................................................................ 13
Communication .............................................................................................................................................................................. 17
Family Education............................................................................................................................................................................ 23
Functional Skills for Educational Success ................................................................................................................................... 31
Self-Determination and Advocacy ............................................................................................................................................... 35
Social-Emotional Skills .................................................................................................................................................................. 39
Technology ...................................................................................................................................................................................... 45
References ....................................................................................................................................................................................... 46
Expanded Core Curriculum for Students Who Are Deaf or Hard of Hearing, revised January 2013 Page 1
The Expanded Core Curriculum
For Students Who Are Deaf or Hard of Hearing
Introduction
The purpose of the Expanded Core Curriculum for Students who are Deaf or Hard of Hearing (ECC-DHH) is to be a resource for IFSP
and IEP team members when developing educational plans for a student who is deaf or hard of hearing. This tool is designed for teachers
of students who are deaf or hard of hearing and educational audiologists to address these identified areas that are either not taught or
require specific and direct teaching.
The Iowa Core (www.corecurriculum.iowa.gov) identifies essential skills and concepts for all students K-12. This includes literacy, math,
science, social studies and 21st century skills and is aligned with the statewide core content standards
(http://www.iowa.gov/educate/index.php?option=com_content&view=article&id=917&Itemid=1310). Students with disabilities have
the same curriculum as students without disabilities; this includes all students with a hearing loss. In Iowa, children from birth up to age
three years who have a hearing loss are eligible to receive special education services through an Individual Family Service Plan (IFSP).
Students from 3-21 years who have a hearing loss and have a documented need for special education services are considered an eligible
individual who receives services according to an Individual Educational Plan (IEP).
In addition to the essential skills and concepts of the Iowa Core, students who are deaf or hard of hearing have specialized needs not
covered in the general education curriculum. Hearing loss adds a dimension to learning that often requires explicit teaching, such as
information gained through incidental learning. It has been estimated that for persons without hearing loss, 80% of information learned is
acquired incidentally. No effort is required. Any type of hearing loss interrupts this automatic path to gain information. This incidental
information must be delivered directly to students who are deaf or hard of hearing. Most teachers without specialized training related to
hearing loss do not have the expertise to address the unique needs of students who are deaf or hard of hearing. Therefore, IFSP & IEP
team collaboration with educational audiologists and teachers of students who are deaf or hard of hearing is necessary in addressing
academic and social instruction and the assessment of these areas (Denzin & Luckner, 1998). In order to close this information gap, the
Expanded Core Curriculum for Students who are Deaf or Hard of Hearing (ECC-DHH) was developed.
The eight (8) content areas are: Audiology, Career Education, Communication, Family Education, Functional Skills for Educational
Success, Self-Determination and Advocacy, Social-Emotional Skills, and Technology. Each content area has identified skill areas and under
those are targets. IFSP and IEP teams can identify and prioritize targets needing explicit instruction. Many targets can be incorporated into
daily activities or goals. The intent of the ECC-DHH is to be a framework for addressing unique needs of students who are deaf or hard of
hearing.
Audiology
Students are empowered when they understand their hearing loss. The key to helping a child understand his or her deafness is to expose
the child, as early as possible, to information about it (Grunblatt & Daar, 1994, p. 112). Information to be learned includes: the anatomy
of the ear; etiology of hearing loss; diagnostic tests and what they mean; interpreting audiograms; how amplification devices and cochlear
implants may help in various situations; and managing the environment to improve auditory and visual information.
Amplification devices and cochlear implants provide improved access to sound; however, they do not make hearing normal like eye glasses
make sight normal. Factors that limit access to auditory information include: poor environmental situations, poor room acoustics, more
than one person talking at a time, inadequate lighting, etc.
The area of Audiology includes: Understanding Hearing Loss, Amplification Management, and Environmental Management.
Career Education
Students need to be provided with opportunities for career education which include academic instruction, daily living skills, community
experiences, and vocational experiences. Not only does there need to be education and services while the student is involved within the
school setting, but also linkages with adult support systems in the community. Some of the support systems include work-study programs,
post-secondary institutions, Vocational Rehabilitation, and Social Security. Coordinating with these services creates a meaningful
educational experience as students learn the connection between their academic studies and real world experiences. Youth who are deaf
must learn how to utilize these services and understand that there are requirements for which they must qualify and learn how to access
appropriately
The Iowa Administrative Rules for Special Education (2010, 41.320(2)) require that each IEP addresses transition services and what these
services include by stating, Transition services. Beginning not later than the first IEP to be in effect when the child turns 14, or younger if
determined appropriate by the IEP team, and updated annually, thereafter, the IEP must include: a. Appropriate measurable postsecondary
goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent
living skills; and b. The transition services, including courses of study, needed to assist the child in reaching those goals.
A major challenge for many students who are deaf or hard of hearing is the transition from school to living, learning, and working
independently (Dankek & Busby, 1999). This challenge can be overcome, when transition services extend from early childhood through
graduation (Luckner, 2002). Young adults are more likely to achieve their goals when they have received ongoing instruction in the area of
career education. (Reichman & Jacoby, n.d.) Youth who participate in at least two work experiences while in high school are more
positively correlated with achieving employment after high school than youth who do not have work experiences (Hayward & Schmidt-
Davis, 2005).
The area of Career Education includes: Career Exploration and Planning, Occupational Skills Training, Soft Skills Training, Job Seeking
Skills and Money Management. For the youth who are deaf they must also learn critical skills in arranging accommodations at the work
site, learn how to use an interpreter in an interview and work setting. Often youth who have had interpreters throughout their education do
not realize that in the adult world of work, an interpreter is used quite differently and must be planned for in advance.
Communication
All children, including children who are deaf or hard of hearing, have the right to an effective and efficient communication system. These
communication systems include non-verbal, oral or sign systems. A solid communication base is a precursor to language development. The
communication and language needs of students vary depending on factors such as: age of identification, age of amplification, etiology of
hearing loss, presence or absence of additional disabilities, family dynamics, etc.
Luckner, Sebald, Cooney, & Muir (2006) found that students with a hearing loss progress through similar language stages as students
without a hearing loss, but need more opportunities for direct instruction and time to practice the new skills. Instructional strategies such as
rehearsal and intensified instruction have been found to support the students development. In addition, teaching students how to gain
knowledge about new vocabulary through contextual cues will provide them with the skills to learn independently (deVilliers & Pomerantz,
1992). Unfortunately, the field of deaf education does not have access to a large body of evidence-based research in which to support
literacy development (Luckner, et.al., 2006). Therefore, it is important to monitor the progress of a student through all communication
areas for strengths and areas of need. Progress monitoring and skill building is important to the natural use of effective communication
(Robbins, Koch, Osberger, Zimmerman-Phillips, & Kishon-Rabin, 2004).
Effective communication is an important ingredient of healthy psychological functioning (Marschark, Lang & Albertini, 2002, p. 60). All
students must have a rich language base and develop a strong communication mode that allows them to have reciprocal interactions with
peers, family members and professionals. The ultimate goal is for the student with a hearing loss to become a successful and contributing
member of society.
The area of Communication includes: Auditory Skills Development, ASL Development, Speech Development, Receptive Communication,
and Expressive Communication.
Family Education
Families of children who are deaf and hard of hearing face many unique challenges: diagnosis and acceptance of hearing loss and a myriad
of decisions concerning amplification, communication, language, and educational services. Because of their experience and the knowledge
they have of their child, parents are a valued member of the educational team. Research indicates there is a strong correlation between
parent involvement and academic success (Calderon, 2000).
For students who are deaf or hard of hearing and identified as an eligible child for special education services, parents are included and
involved in the educational planning as a member of the IFSP or IEP team.
Families often find themselves in the role of advocate for their child early in the education process. Despite their knowledge and expertise,
there may be times when a parent is in need of additional training, support and/or information. Part of the IEP teams role is to assist
parents with this process. The Iowa Administrative Rules of Special Education (2010) notes that related services may include parent
counseling and training. According to the National Agenda: Moving Forward on Achieving Educational Equality for Deaf and Hard of
Hearing Students (2005), mutually respectful partnerships must be established between and among educators, families, and institutions in
order for the child/student to be served effectively.
The area of Family Education includes: Understanding Hearing Loss, Amplification, Family and Child Interactions, Communication
Strategies, Education/Transition, and Resources and Technology.
Functional Skills for Educational Success

Students who effectively use a planner to organize school assignments, learn how to take effective notes, and use reliable sources to obtain
information tend to be more successful than those who dont. Teachers need to model how to structure and organize daily activities
(Anday-Porter, 2000, p. 24). The functional skills are integrated into the general education curricula; however, students who are deaf or
hard of hearing focus on the content information therefore missing out on these how to skills. Many general education students
internalize study and organizational skills through incidental learning in the classroom. Students who are deaf or hard of hearing often need
direct instruction in these skills in order to help them be successful. Some examples are supplementing the general curricula by pre-teaching
vocabulary, clarifying concepts, accessing and organizing information, and expanding background knowledge (Luckner & Muir, 2001).
The crucial factor that promotes or hinders success in todays society is the ability to access, understand, and use different types of
information. Our job as educators is to help students develop the appropriate attitudes, knowledge, and skills that will enable them to
become proficient readers and writers (Cooney, Good-Muir, Luckner, Sebald & Young, 2005-2006, p. 456). Students with hearing loss
need to have the time and appropriate models to learn how to organize their assignments, schedules, contacts and events.
The area of Functional Skills for Educational Success includes: Concept Development, Comprehension, and Study and Organization.
Self-Determination and Advocacy

As students mature and become more independent, they begin to advocate for their needs. Each student begins to engage in self-
exploration about their identity as a person with a hearing loss. This self-exploration may entail direct instruction of skills to help students
find out about themselves and who they want to become.
The goal is to make students more self-aware of their unique hearing and communication needs and how to take care of those needs.
Additionally, as students who are deaf or hard of hearing become active members of their community, they need to be able to advocate for
their needs in the community appropriately and effectively (e.g., requesting an interpreter for medical appointments). They need to know
about Deaf Culture as well as laws that influence their rights, such as the Americans with Disabilities Act, among others.
The Individuals with Disabilities Education Improvement Act (IDEIA) considers the transition from school to adult life as a critical
component of special education. The unifying thread across transition-related legislation is an emphasis on helping the adolescent make a
successful passage from the security of school to the uncertainties and challenges of adulthood (Luckner, 2002, p. 9). Additionally,
important components of the IEP for students who are deaf or hard of hearing age 14 or older are linkage/interagency responsibilities.
These include identifying adult agencies that provide transition services for students after they exit school but become involved in the
transition-planning process before the student leaves school.
Students who are deaf or hard of hearing generally have received special education and related services throughout their
years in school as a result of the IEP process. In contrast, students who enroll in postsecondary training programs are
themselves responsible for requesting support services. Students need to identify themselves as individuals with a disability
and present documentation of the disability. In addition, they will want to identify their needs and appropriate
accommodations (Luckner, 2002, p. 55).
Also, self-determination and advocacy skills help prepare the youth for the transition to the workforce. Providing feedback after a task can
begin to link cause and effect, and model the ability to evaluate ones own work (Hands & Voices, 2004, p. 1).Thus, in the school and
home settings, it is important to facilitate suggestions for improvement on their actions so that the student can learn consequential effects.
Additionally, unlike the IEP where the team members, including the participating student, identify the accommodations and modifications
needed for the students school success, when transitioning out to the workforce or postsecondary setting, the student becomes responsible
for advocating for his or her own needs (Bowe, 2003).
The area of Self Determination and Advocacy includes: Self-Determination, Community Advocacy, Community Resources and Supports,
Cultural Awareness, and Using Interpreters and Transliterators.
Social-Emotional Skills
Social and emotional skills are generally learned through listening, communicating and interacting with others. Children who are deaf or
hard of hearing often lack the communication ease and opportunities for social interaction important for developing a positive self
concept. They also miss out on incidental social skills learning.
As a result, there can be serious gaps in the social-emotional development of children who are deaf or hard of hearing. However, when
social-emotional skills are explicitly taught, students can develop self-awareness, manage their emotions, set and achieve personal goals, and
develop positive relationships. The development of these skills assists them with decision making and responsible behaviors related to
school success.
Students who are deaf or hard of hearing need opportunities for building concepts and vocabulary to identify emotional states. Linguistic
and cognitive skills must be fully developed in order for each student to appropriately resolve conflicts and maintain healthy relationships.
Deaf students with greater degree of hearing loss and with bi-cultural skills that help them function in both the hearing and the deaf
community generally have higher self-esteem. (Jambor and Elliot, 2005, p 63)
Greenberg and Kusche (1993) consider the following attributes as exhibitors of social and emotional competencies:
Good communication skills
Capacity to think independently
Capacity for self-direction and self-control
Understanding the feelings, motivations, needs, and so forth, of oneself and others
Flexibility in appropriately adapting to the needs of each particular situation (which includes being able to take multiple
perspectives in any situation)
Ability to rely on and be relied upon
Understanding and appreciating ones own culture and its values as well the cultures and values of others
Utilizing skilled behaviors to maintain healthy relationships with others and to obtain socially approved goals.
Luckner & Muir (2001) found several variables that contributed to the success of students in the general education classroom including
good family support, student determination to succeed, and an outgoing personality. Parents of these students placed a high value on two
things: communicating with their own children and receiving services from highly skilled professionals. When educators are working with
students on social-emotional skills, family input and involvement could assist in furthering healthy social-emotional development. Further,
involving mentors who have a similar hearing loss and background can facilitate social awareness and self-identity. Hearing parents and
other hearing adults can serve as excellent examples for young children if they can communicate effectively with them, but having deaf role
models appears to be important for deaf children, even if it represents a challenge for many parents and teachers (Marschark, Lang &
Albertini, 2002, p. 60).
The area of Social-Emotional Skills includes: Self-Awareness (Personal Qualities), Self-Management, Support Networks, Personal
Responsibility, Decision Making, Social Awareness, Social Interaction Including Conversation Skills, and Conflict Resolution.
Technology
Technology changes daily. As such, so does the manner in which technology can enhance the lives of individuals who are hearing as well
as individuals who are deaf or hard of hearing (Luckner, J., 2002, p. 5). According to the Iowa Administrative Rules for Special Education
(2010) an assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the
shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term
does not include a medical device that is surgically implanted or the replacement of such device. In order to fully understand how to use
technology, the student needs to be taught about the various types, how to properly use, maintain and troubleshoot, and where to obtain
the technology. These skills must be learned and mastered to maximize their use of technology and to gain access to all areas of their life.
In order for students to master these skills, there needs to be instruction and service in the area of technology.
The type of technology an individual may need depends on their degree of hearing loss, individual needs, and the setting. Many devices are
covered under the umbrella of technology, including computers, text messaging/instant messaging, alerting devices (vibrating alarm clock,
doorbell lights, etc.), closed captioning, video relay services, etc. Technology is always changing and improving. It is important to maintain
a partnership with different agencies/ resources that are able to provide the most up-to-date information on the latest technology available.
Some possible resources are Area Education Agencies, Office of Deaf Services, Iowa School for the Deaf, Described and Captioned Media
Program, and Telecommunications Access Iowa.
The area of Technology includes: Skills Necessary to Access Technology.
Location
This document is located on the Iowa Department of Education website:
http://www.iowa.gov/educate/index.php?option=com_content&task=view&id=584&Itemid=1608 .
The following nine documents comprise the ECC-DHH and accompanying resources:
1 of 9 ECC-DHH, revised January 2013
2 of 9 ECC-DHH and the Iowa Core Alignment
3 of 9 ECC-DHH Directions for the IFSP
4 of 9 ECC-DHH Directions for the IEP
5 of 9 ECC-DHH Checklist
6 of 9 ECC-DHH Needs Assessment
7 of 9 ECC-DHH Worksheet
8 of 9 ECC-DHH Assessments
9 of 9 ECC-DHH Assessment Matrix
Audiology
In this rubric, typically, Early will begin in the preschool years, Emerging in the elementary years, Intermediate during late
elementary and middle school, while Advanced is completed by the end of high school. These are only guidelines. Each child is unique
and will progress at his/her own rate. Targets may be adjusted and selected as needed. Not every target may need to be addressed.
Assessing these targets may be completed informally or formally. See the ECC-DHH Assessment document for suggestions.
Skill Area Early Emerging Intermediate Advanced

Understanding Recognizes that he/she Aware that he/she is not Identifies parts and Can explain own hearing
Hearing Loss has a hearing loss the only person who has a functions of the ear loss type, degree and
Indicates better ear, if hearing loss Explains the types of etiology
applicable Aware that loud hearing loss Demonstrates knowledge
Aware of needs related to environmental sounds may Identifies his/her type and of hearing test and
hearing loss (e.g., must damage ones hearing degree of hearing loss audiogram
listen, look to speaker, Identifies the three parts of Explains aided and Recognizes that people
must be seated the ear (outer, middle, and unaided hearing loss may respond to him/her
strategically, etc.) inner) differently due to hearing
Understands speech loss
Can identify an audiogram Identifies types of hearing reception threshold scores
loss (conductive, shown on an audiogram Indicates what they hear
sensorineural, mixed) and understand in varying
Talks comfortably about environments
Able to explain cause of his/her hearing loss with
his/her hearing loss peers/others Makes and keeps
Identifies age of onset and appointments with ENT,
Understands that feelings audiologist, physician, etc.
age of identification about hearing loss may
Aware of basic terms related impact self concept Reads biographies of
to hearing loss successful hard-of-hearing
Accepts his/her hearing and deaf individuals
Understands markings on loss and knows it
an audiogram may/may not go away Understands that problems
are involved in adjusting to
Refers to self as deaf or Aware of the myths and lifes experiences whether
hard of hearing misconceptions about or not a person has a
Aware if his/her hearing hard-of-hearing and deaf hearing loss
loss is stable or progressive individuals
Talks to younger deaf and
Aware of the fact that hard- Knows that hard of hard- hard-of- hearing students
of-hearing and deaf people
of-hearing and deaf and are capable of major about ways of adjusting to
hearing people are similar in accomplishments hearing loss
almost every way Understands importance Uses products related to
Explains to teachers and of protecting hearing hearing protection and
peers difficulties associated Knows that loud sounds conservation
with hearing loss are hazardous to hearing
Aware of ways to protect
and conserve hearing
Amplification Understands how Indicates when amplification Uses amplification devices Requests appropriate
Management amplification devices help devices are not working switches and controls amplification
Accepts and utilizes Stores amplification devices appropriately in various accommodations
amplification devices, as correctly when not in use listening situations Adapts to situations where
directed by adult Charges batteries as needed Monitors and maintains the use of amplification
Inserts/removes earmolds own equipment on a daily devices are not possible
Cleans and cares for basis (e.g., swimming class)
appropriately earmolds
Puts on/takes off Knows products available Refines troubleshooting
Knows how to turn on/off to protect hearing aids skills related to problems
amplification device amplification device from moisture with amplification devices
Asks adult for help with Understands that
amplification devices Troubleshoots Describes how
amplification devices are amplification devices amplification devices work
expensive and valuable consistently by solving Knows amplification
Wears amplification devices minor problems options in varying academic
consistently Requests help with /community situations
Explains when and why monitoring amplification (e.g., personal and assistive
amplification devices are or devices when necessary listening devices)
are not needed Understands advantages of Knows how to use
Ensures speaker is utilizing wearing amplification amplification device in
FM or infrared microphone devices in the classroom conjunction with assistive
appropriately Knows approximate cost listening devices
Keeps amplification devices of amplification devices Seeks advice/assistance in
in good working order Knows size and cost of managing amplification
Knows size of batteries and batteries and where to get Knows where and when to
keeps supply at school them have hearing and
Describes amplification amplification devices re-
Manages all controls evaluated
properly (on/off, programs, devices used by hard of
t-coil) hearing and deaf people Schedules routine
(hearing aids, cochlear evaluations with audiologist
Begins to troubleshoot implants, assistive listening to monitor hearing loss and
when amplification devices devices) to maintain/update
are not working Explains how FM or amplification devices
Indicates when auditory infrared microphone works States how he/she can
stimulus is not loud enough keep updated on devices to
assist with hearing loss
Indicates when background
noise interferes with States consequences of
audition use/non-use of
amplification devices
Requests help with
amplification devices when Knows how to obtain
necessary financial assistance for
getting amplification
Names main parts of
devices, if necessary
amplification devices and
their purpose Understands the cost of
purchasing and maintaining
amplification devices, plus
warranty and service plans
Keeps self updated on new
amplification technology
Knows difference between
audiologist, hearing aid
dispenser and hearing aid
dealer
Environmental Seats self preferentially with Recognizes when he/she Requests written Maintains adaptive skills
Management adult assistance (e.g., clear doesnt hear or understand reinforcement of to maximize listening and
view visually, near speaker, Uses I-statements with instruction/transcript or communication
and away from distracting adult assistance (e.g., I captioning for media, if Identifies
noise) need you to look at me needed accommodations and/or
Attempts to locate source when you talk) Makes adaptations support services needed
of sounds (e.g., Understands the value in needed to maximize to succeed in post-
announcements) clarifying auditory listening and secondary setting
information communication in Demonstrates effective
community situations communication strategies
Independently seats self (e.g., vehicles, movies,
preferentially (e.g., clear during interview and on
restaurants and malls) the job
view visually and near
speaker) Names and explains Continues use of
factors in the physical troubleshooting strategies
Restates auditory
information consistently environment of the for communication
Attends to speaker classroom that can affect difficulties (e.g.,
visually/auditorily (e.g., communication (e.g., environment, speaker,
body language, speech reverberation) and listener)
reading, and wait time Independently requests
Independently tells speaker the need for preferential
when he/she doesnt seating
understand Uses I-statements
Avoids bluffing when independently
he/she doesnt hear or Explains speechreading
understand and signal-to-noise ratio
Aware of how physical Names situations which
environment of classroom make it hard to
can affect communication speechread and listen in
(e.g., carpeting, acoustical classroom
tile, and lighting) Demonstrates
Scans environment for troubleshooting
useful cues communication skills
Tells speaker what he/she
needs to do to maximize
communication (e.g., speak
louder, slower, and look at
listener)
Aware of situations which
make it hard to speechread
and listen in classroom
Aware of speechreading
and its benefits
Aware of signal-to-noise
ratio and its impact
Aware of impact on self
when seated too far away
from speaker
Aware that his/her hearing
loss affects receptive and
expressive communication
Career Education
In this rubric, typically, Early will begin in the preschool years, Emerging is early elementary years, Intermediate is late elementary
and middle school, while Advanced is completed by the end of high school. Targets may be adjusted and selected as needed. Not every
target may need to be addressed. Assessing these targets may be completed informally or formally. See the ECC-DHH Assessment
document for suggestions.
Career Exploration and Identifies family members Writes full name, address and Follows multiple directions Identifies skills, education
and their roles phone number for multiple tasks and training needed for
Planning careers of interest using a
Recognizes full name, Writes parents/guardians Completes a complex task
address and phone number full name, place of (e.g., project, essay, book variety of resources
Complies with an adult employment, email address (if reports) Analyzes careers of interest
request available) and phone number Identifies and applies the for wages, employment
Follows simple directions Follows 2-3 step directions characteristics and skills possibilities, values, etc.
Identifies supplies needed to Completes a task directed by needed to be an effective Analyzes careers of interest
complete a classroom an adult (e.g., math student including practice for wages and employment
task/job assignment, worksheet) and effort possibilities in relationship
Completes a simple task Organizes/maintains Demonstrates punctuality to to labor market demands.
(e.g., puzzle, coloring) materials needed to complete school as a necessary skill in Analyzes careers of interest
Participates in occupation- classroom tasks/jobs developing punctuality at in relationship to work
based play (e.g. plays school) Keeps designated area (e.g., work. habits, values, and
locker, desk) organized Demonstrates consistent behaviors.
Performs different
jobs/roles within the Locates materials needed to attendance at school as a Learns how to access and
classroom (e.g. paper passer, complete a classroom necessary skill in developing utilize an interpreter when
milk count) task/job and returns them consistent attendance at applying for a job and in a
after use work work setting.
Identifies roles and
responsibilities of others in Describes characteristics of a Describes skills and working Analyzes career options that
the school and community good student/worker environments for a variety best fit with education,
Identifies and describe of occupations aptitudes, skills, and interests
different types of work Describes how attitude Participates in activities
Understands that children impacts school performance related to career interests
grow up to have occupations Begins transition planning such as job shadowing, part
outside the home. process time job and work
Completes basic interest experience to assist with
Understands the relationship
inventories and identifies determining interests and
of school to work
Identifies occupations of possible future careers compatibility
characters in books, movies, Begins to identify Focuses on selected career
television shows and print occupations that are goals that are consistent with
media (e.g., newspapers, consistent with the results of aptitudes, interests,
magazines) the completed interest preferences, etc.
inventories Identifies the academic skill
Identifies work tasks of sets needed to work in the
those occupations that are selected postsecondary
appealing and consistent occupational interest area
with the completed interest and creates a course of study
inventories. that develops the skills and
Identifies education and knowledge base that leads to
training requirements for that goal.
various occupations Examines career stereotypes
Groups occupations based Examines how to impress
on interests, skills, abilities, the boss and co-workers to
work activities, be an integral member of the
characteristics and work work environment.
environments Makes adjustments in school
Identifies and uses resources course selection to prepare
in the family, school and for specific
community to gather career career/vocational area
information Identifies viable post
Develops a list of skills secondary options/resources
needed to succeed in any (e.g., college, apprenticeship
career programs, Voc Rehab, Social
Security, Waivers)
Complete application for
adult service supports
(Vocational Rehabilitation,
Waivers, etc.) that will assist
in post-secondary goals
Completes post secondary
assessments (e.g., SAT,
ACT, COMPASS, PSAT,
Vocational Rehabilitation)
Develops a transition plan
that includes steps leading to
graduation and post
secondary goal including
needed accommodations
and supports (e.g.,
interpreters, note-takers,
tutors, peer support group,
counseling) and financial
arrangements
Understands ADA and
other legal issues related to
career of choice and post
secondary training
options/institutions
Work Skills Participates in group Works collaboratively in Begins to multi-task Works well with others (e.g.,
activities small group setting Identifies work habits understands social
Performs basic classroom Follows multi-step directions needed to succeed in high interaction conventions and
jobs Independently begins and school carrying own load)
Follows simple directions completes classroom jobs Develops system to organize Understands personal
Complies with an adult Understands the rewards of and maintain materials boundaries and comfortable
request work needed for a job/task communication space for
Participates in group decision Sets and meets self-directed work settings.
making process. standards of performance Successfully multi-tasks
Follows a school/extra- Identifies own work habits
curricular schedule and skills and their potential
Pays attention to details impact on academic and
Makes and keeps school and career success
work related appointments Breaks down long term
assignments/multiple step
tasks into manageable
chunks, steps, or activities
Collaborates with individuals
who hear on joint projects
by taking leadership at times
and taking direction at other
times while contributing
toward the completion of
the work.
Accepts recognition for
work performed and gives
credit to others for their
contributions.
Complete work in a timely
manner and meets deadlines
as they are assigned.
Expresses point of view in a
positive manner and accepts
counter points of view to
broaden skills and mind sets.
Switches between tasks as
requested to complete the
goals of the project team
and then returns to task to
complete it.
Expresses frustration or
disagreements in a
productive manner.
Asks questions to obtain
clarification of assignments
and work requirements.
Obtains and maintains
resources needed to prepare
for and succeed in post-
secondary settings (e.g.,
college, training program,
work)
Understands relationship
between high school work
and work/post secondary
training
Demonstrates ability to
identify a problem, identify
possible solutions, and
devises plan to resolve the
problem.
Asks questions and seeks
additional help when needed
and/or when demands
become increasingly more
difficult
Makes adjustments in school
performance to prepare to
achieve career goal (e.g.,
stronger study skills, higher
academic achievement,
meeting timelines, etc)
Understands the importance
of work and the individuals
role in the workplace
Follows rules of the
workplace
Understands the importance
of work attendance and
punctuality
Job Seeking Skills Demonstrates ability to set Demonstrates skills Awareness of self-
and achieve goals necessary for identifying and presentation when applying
seeking possible job and/or interviewing for a
openings job
Demonstrates skills Awareness and
necessary for job (e.g., understanding of how social
reading, writing, math, media can help or hinder the
science) job search.
Knowledge of typical Understands how to
requirements for applying complete an application or
for a job submit a resume on line.
Completes job applications,
resumes and cover letters
Completes application for
post secondary institution, if
needed
Completes school related
forms, obtaining any
unknown, but needed
related information (e.g.,
mothers maiden name)
Practices and demonstrates
effective communication
skills for interviewing and
asking for
assistance/accommodations
Money Management Knows that money is used Knows and describes the Identifies the concept of Practices basic banking skills
to buy things purpose of banks, bank debt and an individuals e.g., depositing money,
accounts, and saving money responsibility for debt applying for savings and
Distinguishes between Sets spending goals based on Recognizes common risks checking accounts
appropriate spending wants and needs to ones financial identity Explains bank statements,
choices Saves money and and demonstrates the ability fees and procedures
Identifies the value of coins understands reason for saving to protect that identity Describes relationships
and currency Develops an awareness that between cash, checks, debit
each person has a financial cards and credit card
identity Develops a monthly budget
using typical income and
expenditures
Understands the taxes taken
out of paychecks and their
use.
Understands the number of
deductions to take on a job
and when those deductions
should be modified.
Develops a budget for work
that includes the following
costs: transportation,
insurance.
Communication
In the rubric below, Early begins at identification and may correlate more with hearing age than chronological age. The targets are listed
according to a hierarchy of development. Students, including those identified later, may have gaps requiring targets in earlier stages to be
addressed. Targets may be adjusted and selected as needed. Not every target may need to be addressed. Assessing these targets may be
completed informally or formally. See the ECC-DHH Assessment document for suggestions.
Auditory Skills (Detection) (Discrimination) (Identification) (Comprehension)

Development Uses body language to Discriminates the voice of a Hears his/her name when Follow one-step directions
indicate when something is speaker talking and sounds called Follow two-step directions
heard (turn head, widening in his/her environment Identifies an item with an
eyes, stops action, quiets, Follow three-step
Discriminates different associated sound (train directions
facial changes) types of environmental goes choo choo)
Shows awareness of loud sounds (dog barking versus Has an auditory memory
Hears difference between for phrases and sentences
environmental sounds a phone ringing) long and short, one-syllable
(turns to sound source, Hears difference between words versus two-syllable Sequences a story with: 3
alerts or quiets in response fast versus slow speech words events, 4 events, and more
to loud sound) than 4 events
Hears difference between Understand if the speaker
Shows awareness of soft high versus high pitch is happy, angry, or Understands the question
environmental sounds surprised by the change in forms: what, where, who,
(microwave bell, clock Discriminates a speaker why, when
using a whispering voice their vocal tones
ticking)
versus conversational level Identify commonly used Understands and responds
Shows awareness of voices, words appropriately to concepts
spoke at typical loudness Discriminates singing in phrases and sentences
levels versus conversation Identify the Ling Sounds
Understands the use of
Detects the Ling Six Discriminates family Identify familiar songs negatives in phrases and
Sounds members voices sentences
Detects the speakers voice Discriminates minimal pair Understands frequently
when background noise is words heard phrases/sentences
present Discriminates similar Acquires information
Searches to find out where sounding phrases and incidentally through
a sound is coming from sentences audition alone
Understands most of what
is said through audition
alone
Recognizes there has been
a breakdown in
communication and
implements repair
strategies to improve the
listening environment.
Listening in Background Listens to speech sounds in Listens to words in a Listens to phrases in a Listens to an entire
Noise a variety of situations with variety of situations with variety of situations with message in all situations
(also covered in Auditory: added background noise & added background noise & added background noise & with added background
Environmental Management) is able to respond is able to respond is able to respond noise & responds
appropriately appropriately appropriately appropriately
Listening Skills Attends to speaker Uses amplification Identifies when there is a Manages the environment
(also covered in Auditory: Follows directions appropriately communication breakdown
Environmental Management) Provides appropriate Uses repair strategies
feedback to the message
Identifying Aspects of Recognizes good/bad Identifies good listening Implements repair
Good Listening Situations listening situations characteristics (lighting, strategies to improve the
(also covered in Auditory: noise level, preferential listening environment
Environmental Management) seating)
ASL Development Uses ASL Babbling - not Uses single signs which Uses simple sentence Expands complex
true sign expand to two construction sentence structures
Uses one word signs not Expands to two or three Uses classifiers to show marked with topic
always formed correctly signs plus sign or facial movement of objects (e.g., continuation, relative
(e.g., uses 1 for Mommy expression cup moving away from clauses and conditional
instead of 5) body) sentences
Uses sign order to show
Uses one word signs which semantic relations (e.g., Modifies verbs to show Uses noun and verb sign
may include pointing mommy work) manner or temporal modifications showing
aspects by changing the spatial relations of objects
Uses signs reflecting Begins to use classifiers to
simple hand shapes (c show objects (e.g., cup) movement of the signs or Uses wh-questions
o) facial expressions (e.g., including when and
Demonstrates negations walk with fast hand bracketing
with headshake or no movements quickly
sign Uses verb agreement with
walking) nouns for abstract spatial
Distinguishes yes/no Shows negation by adding
questions with facial handshake to non- location
expressions negation sign or sentence Uses complex verbs of
Distinguishes wh- Signs why and who motion
questions with facial with facial expressions Uses more descriptive
expressions along with All deictic pronouns (e.g., language enriched with
signs this book, that person, more advanced features
Continues to use simple those shoes) used correctly
handshapes and attempts Uses more complex
complex signs but handshapes correctly (e.g.,
substitutes simpler 3 in bug, x like apple)
handshapes (e.g., water
with 5 handshape) Begins to use complex
sentence construction
Combines three or four including topicalization
signs, including indexing (e.g., ball with one hand,
and facial expressions sign with other hand)
Shows verb agreement
with nouns
Expands verb sign
modifications to show
number amounts
Begins noun sign
modification to show
intensity, size, shape and
quality of objects with
movement and facial
expressions
Uses wh-questions
including for-for how
and which
Consistently uses complex
handshapes, including
fingerspelling and
alternating hands
Speech Development Babbling Produces /p/, /b/, /m/, Produces /f/, /y/ Produces voiceless /th/
Begins producing Vowel /h/, /w/ Produces /r/, /l/ Produces voiced /th/
sounds Produces /n/, /g/, /ng/ Produces /s/ Produces (zh)
Produces /k/, /d/, /t/ Produces /ch/, /sh/ Use of CVC combinations
Uses vowel (V)/consonant Produces /z/ from all sounds
(C) combinations from Produces /j/
sounds above
Produces /v/
Uses CVC combinations
from sounds above
Receptive Watches the speakers face Distinguishes between Answers if-what, how, or Sequences directions given
Communication Aware of non-verbal cues pronouns, prepositions, why questions in any situation
and adjectives Differentiates singular and Follows multi-step,
Responds appropriately to
non-verbal communication Remembers story order plural in commands complex directions
Aware of cause/effect in Understands number or Understands the elements Understands jokes, riddles
their environment quantity concept. of a story (e.g., beginning, and idioms
Identifies cause/effect middle, end, characters) Makes inferences
Responds to speakers
voice by smiling or making within scenarios Sequences pictures or Writes a story with all the
sounds or turning toward Follows more complex events from a story elements (e.g., beginning,
the speaker directions Understands opposites middle, end, characters)
Responds to the speaker Answers who, what, Demonstrates cause/effect Describes facts and
using meaningful gestures where, when and yes/no as appropriate opinions as appropriate
(turning head, pointing or questions Identifies a fact or opinion
grabbing) Takes turns within
Takes turns within conversations
interactions Understands the difference
Recognizes names of between fact/opinion
common objects or people
Understands simple
requests
Follows simple directions
Responds to others
emotions appropriately
Identifies objects that are
named
Matches familiar objects
Expressive Produces vocalizations and Combines words in any Uses adjectives after Uses a variety of sentence
Communication sounds order articles and other structures and mature
Uses non-verbal Combines 2 words in a modifiers (some, other, language
communication meaningful order more, one) Uses idioms, riddles, and
appropriately Refers to self as I, me Uses more prepositions jokes
Sounds begin to take shape (with, of, to, for) Uses derivative endings (-er,
Combines 2-3 words in a
into words sentence Consistently uses plural -ist)
Imitates syllables, pitch, and and possessive Uses comparative forms of
Uses prepositions in and morphemes (cats, Johns)
intonation on adjectives
Uses single words Uses irregular past verb Uses past tense modal
Uses some pronouns (this, forms (came, went)
Combines two-words into that, these, those) forms (could, would)
one (allgone) Uses more personal Uses reflexive pronouns
Uses some personal pronouns (he, him, she,
Uses jargon mixed with pronouns (me, mine, you, (myself, yourself)
we, our)
some true words your, yours) Uses wh-questions with
Uses auxiliaries with main subject-verb inversion
Uses mainly nouns with a Uses some articles (a, the) verb in positive,
few adjectives Uses plurals declarative sentences Differentiates tenses
Consistently uses no Uses negative terms (no, Uses yes/no questions Uses the passive rule (The
Begins asking what, where not, cant, dont) with subject-verb file was put away by the
and who questions teacher.)
Uses wh-questions (where, Uses wh-questions with
Uses 2-3 pronouns(you, I, it) what doing) auxiliary verbs at the end Uses interrogative and
(Where the bus is) declarative statements
Uses nouns and some verbs Uses present progressive (-
plus some adjectives ing) Uses more mature Uses complex verb forms
pronouns (another, (tense+modal+have+en+
Uses place terms (here, Uses catenative verb forms something) be+ing+verb)
outside) (gonna, wanna, hafta)
Uses irregular verb forms
Uses simple negation (no) Uses yes/no questions (am, was, are)
Use 50-100 words Describes the function and Uses regular past tense (-
name of an object ed)
Uses different forms of
be
Uses third-person singular
Uses present tense modals
(can, may, will)
Uses forms of do
Consistently uses
contractions
Separates verb from
adverb or participle (He
took it off)
Uses do in forming
yes/no questions
Uses negatives formed
with a copular be
Family Education
In the rubric below, Early begins for the family when the child is identified with a hearing loss. Typically, Emerging occurs when the
child is in late elementary years, Intermediate in middle school, and Advanced in high school. Specific targets are listed for each skill
area according to a general hierarchy. Most children who are deaf or hard of hearing are now identified at birth. It is suggested to begin in
the Early column for all newly identified children. You will note that some items are in more than one column indicating the possible need
for revisiting this target as the children age. Targets may be adjusted and selected as needed. Not every target may need to be addressed.
Assessing these targets may be completed informally or formally. See the ECC-DHH Assessment document for suggestions.
Understanding Parent recognizes that their Parent knows cause of Parent understands basic Parent understands basic
Hearing Loss child has a hearing loss childs hearing loss and age information found on an information found on an
Parent knows that grief is a of onset and how it affects audiogram audiogram
process services Parent and student can Student can describe aided
Parent understands basic Parent understands basic describe aided and unaided and unaided hearing loss
anatomy of the ear and the information found on an hearing loss Parent understands the
function of the parts audiogram Parent understands the effect of hearing loss on
Parent knows types of Parent and student can effect of hearing loss on living and learning
hearing loss (conductive, describe aided and unaided living and learning Student is aware of the
sensorineural, mixed) hearing loss Parent and student are myths and misconceptions
Parent knows cause of Parent understands the aware of the myths and about individuals who are
childs hearing loss and age effect of hearing loss on misconceptions about
deaf or hard of hearing
of onset and how it affects living and learning individuals who are deaf or
services Parent and student are hard of hearing
Parent understands basic aware of the myths and

information found on an misconceptions about
audiogram individuals who are deaf or
Parent can describe aided hard of hearing
and unaided hearing loss
Parent understands the
effect of hearing loss on
living and learning
Parent is aware of the
myths and misconceptions
about individuals who are
deaf or hard of hearing
Amplification Parent understands various Parent understands various Student understands Student understands
amplification devices amplification devices various amplification various amplification
available (hearing aids, available (hearing aids, devices available (hearing devices available (hearing
cochlear implant, frequency cochlear implant, frequency aids, cochlear implant, aids, cochlear implant,
modulated system, etc) modulated system, etc) frequency modulated frequency modulated
Parent understands the Parent understands the system, etc) system, etc)
benefits/limitations of benefits/limitations of Student understands the Student understands the
amplification device(s) amplification device(s) benefits/limitations of benefits/limitations of
Parent names the main Parent and student names amplification device(s) amplification device(s)
parts and function of the the main parts and function Student names the main Student names the main
amplification device of the amplification device parts and function of the parts and function of the
Parent demonstrates Parent and student puts on amplification device amplification device
knowledge of acclimating /takes off amplification Student puts on /takes off Student puts on /takes off
their child to amplification equipment appropriately amplification equipment amplification equipment
Parent puts on /takes off (earmolds, CI processor) appropriately (earmolds, CI appropriately (earmolds, CI
amplification equipment Parent and student stores processor) processor)
appropriately (earmolds, CI hearing aids/CI correctly Student stores hearing Student stores hearing
processor) when not in use aids/CI correctly when not aids/CI correctly when not
Parent stores hearing Parent and student check in use in use
aids/CI correctly when not batteries in device with Student checks batteries in Student checks batteries in
in use battery tester and changes device with battery tester device with battery tester
Parent checks batteries in as needed and changes as needed and changes as needed
device with battery tester Parent and student cleans Student cleans ear mold(s) Student cleans ear mold(s)
and changes as needed ear mold(s) and knows and knows importance of and knows importance of
Parent cleans ear mold(s) importance of cleaning cleaning them regularly cleaning them regularly
and knows importance of them regularly Student knows how to Student knows how to
cleaning them regularly Student knows how to manage all controls of manage all controls of
Parent knows how to manage all controls of amplification device amplification device
manage all controls of amplification device properly properly
amplification device properly Parent and student Student troubleshoots
properly Parent and student perform daily listening when amplification is not
Parent performs daily perform daily listening check working
listening check check Parent and student Student knows who to
Parent troubleshoots when Parent and student troubleshoot when contact when amplification
amplification is not troubleshoot when amplification is not is not functioning properly
working amplification is not working Student knows importance
Parent knows who to working Parent and student know of appropriately fitting ear
contact when amplification Parent and student know who to contact when mold
is not functioning properly who to contact when amplification is not Student knows importance
amplification is not functioning properly
Parent knows importance of regularly scheduled
of appropriately fitting ear functioning properly Parent and student know booth testing and follow
mold Parent and student know importance of
up appointments
importance of appropriately appropriately fitting ear
Parent knows importance
fitting ear mold mold
of regularly scheduled
booth testing and follow up Parent knows importance Parent and student know
appointments of regularly scheduled importance of regularly
booth testing and follow up scheduled booth testing
appointments and follow up
appointments
Family and Child Parent is aware of parent Parent has high Parent has high and Parent has high and
Interactions behaviors and infant expectations for their child realistic expectations for realistic expectations for
characteristics that lead to to increase success and their child to increase their child to increase
positive parent-infant motivation success and motivation success and motivation
relationship Parent helps siblings Student has high and Student has high and
Parent helps siblings understand hearing loss and realistic expectations and realistic expectations and
understand hearing loss and its effect on the family goals goals
its effect on the family Parent applies consistent, Parent helps siblings Parent helps siblings
Parent includes and enlists equitable rules and/or understand hearing loss and understand hearing loss and
extended family and friends limits for the child as its effect on the family its effect on the family
in early intervention, compared to hearing Parent applies consistent, Parent applies consistent,
education, and support. sibling(s) equitable rules and/or equitable rules and/or
Parent is aware of Parent is aware of limits for the child as limits for the child as
community support (Child community support (Child compared to hearing compared to hearing
care, church, financial) care, church, financial) sibling(s) sibling(s)
Parent has high Parent understands the Parent is aware of Student understands the
expectations for their child need to meet other children community support (Child need for self-advocacy
to increase success and and adults who are deaf or care, church, financial) Student understands the
motivation hard of hearing Parent and student need to meet other children
Parent applies consistent, Parent understands understand the need for and adults who are deaf or
equitable rules and/or etiquette in Deaf culture student to self-advocate hard of hearing
limits for the child as Parent and student Parent understands the Student understands
compared to hearing understand the need for need to meet other children etiquette in Deaf culture
sibling(s) student to self-advocate and adults who are deaf or
Parent understands the hard of hearing
need to meet other children Parent understands
and adults who are deaf or etiquette in Deaf culture
hard of hearing
Parent promotes childs
self- awareness and identity.
Parent understands
etiquette in Deaf culture
Parent understand the need
for child to self-advocate
Communication Parent understands Parent understands Parent and student Parent and student
Strategies communication and communication and consistently use modality consistently use modality
language development language development of choice of choice
depend on the support and depend on the support and Parent and student Parent and student
involvement of the family involvement of the family understand that understand that
Parent knows that Parent becomes an communication modality communication modality
prelinguistic observer of childs listening may change according to may change according to
communication is and communication childs needs/preferences childs needs/preferences
expressed through motor behaviors to support Parent and student Parent and student
movements, facial communication understand the need for understand the need for
expressions, vocalizations, development academic environments academic environments
and social interactions. Parent is knowledgeable with opportunities for with opportunities for
Parent becomes an about various direct interactions with direct interactions with
observer of childs listening communication modes and peers and adults peers and adults
and communication educational settings in Parent and student Parent and student
behaviors to support order to make informed understand the need for understand the need for
communication decisions about effective extra-curricular and social extra-curricular and social
development communication and if a environments which allow environments which allow
Parent is familiar with the change is warranted direct communication in direct communication in
features of communication Parent and student the students modality the students modality
such as proximity, turn- consistently use modality of Parent and student Parent and student
taking, following the childs choice understand the need for understand the need for
lead Parent and student explicit teaching of explicit teaching of
Parent understands that understand that vocabulary and concepts vocabulary and concepts
play is work and necessary communication modality Student identifies difficult Student identifies difficult
for learning may change according to listening situations and listening situations and
childs needs/preferences attempts to manage the attempts to manage the
Parent knows various
communication modes and Parent understands that listening environment listening environment
how to determine which are children with hearing loss Parent and student are Student is aware of ways to
successful in order to make need a language rich aware of ways to protect protect and conserve
decisions about what environment and conserve hearing hearing
mode(s) to use with to best Parent understands the
support communication need to read to the child in
development their communication
Parent consistently uses modality
childs mode(s) of Parent and student
communication understand the need for
Parent understands that explicit teaching of
children with hearing loss vocabulary and concepts
need a language rich Parent and student
environment understand the need for
Parent understands the academic environments
need to read to the child in with opportunities for
their communication direct interactions with
modality peers and adults
Parent understands the Parent and student identify
need for explicit teaching of difficult listening situations
vocabulary and concepts and attempts to manage the
that other children overhear listening environment
Parent identifies difficult Parent and student are
listening situations and aware of ways to protect
attempts to manage the and conserve hearing
listening environment
Parent is aware of ways to
protect and conserve
hearing.
Parent understands that
communication modality
may change according to
childs needs/preferences
Education/Transition Parent is aware of all Early Parent and student develop Parent and student develop Parent and student are
ACCESS services available rapport with professionals rapport with professionals knowledgeable about post-
for children birth to age 3 Parent knows how to Parent knows how to secondary options and
Parent develops rapport access services for the child access services for the accommodations offered
with professionals working with disabilities in addition child with disabilities in in order to make informed
with the child to hearing loss addition to hearing loss decisions
Parent is aware of Parent is familiar with Parent and student are Parent and student are
developmental milestones rights and laws (ADA, familiar with rights and knowledgeable about adult
and their childs current IDEIA, 504, etc.) laws (ADA, IDEIA, 504, services and supports
level etc.) available to encourage
Parent is familiar with their seamless transition.
Parent develop a system for parental rights (IEP Parent is familiar with their
keeping their childs procedural safeguards, parental rights (IEP Parent and student develop
records transfer of rights at age of procedural safeguards, rapport with professionals
Parent knows how to majority) transfer of rights at age of Parent and student know
access services for the child Parent and student majority) how to access services for
with disabilities in addition understand the IEP process Parent and student the child with disabilities in
to hearing loss and participate as members understand the IEP addition to hearing loss
Parent is familiar with of the team process and participate as Student is familiar with
rights and laws (ADA, Parent observes and members of the team. rights and laws (ADA,
IDEIA, 504, etc.) describes childs current Parent and student describe IDEIA, 504, etc.)
Parent understands the language, communication current communication Parent knows their parental
IFSP process and levels and academic skills needs and academic levels rights (IEP procedural
participates as a member of needed for the needed for the safeguards, transfer of
the team development of an development of an rights at age of majority)
education plan education plan Parent and student
Parent observes and
describes childs current Parent recognizes and Parent and student understand the IEP
language and explains the recognize and explain the process and participate as
communication levels accommodations their child accommodations needed in members of the team.
needed for the needs in various various environments Student describes
development of an environments Parent understands the communication needs and
education plan Parent understands the appropriate process to academic levels for the
Parent recognizes and appropriate process to request reasonable development of an
explains the request reasonable accommodations for their education plan.
accommodations their child accommodations for their child Student recognizes and
needs in various child Parent and student explains the
environments Parent and student understand what to look accommodations needed in
Parent is beginning to understand what to look for in academic programs various environments
understand the appropriate for in academic programs and visits programs in Parent and student
process to request and visits programs in advance of transition understand the appropriate
reasonable advance of transition Parent helps prepare the process to request
accommodations for their Parent helps prepare the child for a new situation reasonable
child child for a new situation accommodations
Parent and student help to
Parent understands what to Parent and student help to familiarize the school Parent and student
look for in a preschool familiarize the school professionals with the understand what to look
situation and visits professionals with the childs history and hearing for in post-high school
programs in advance of childs history and hearing needs settings and visits in
transition needs advance of transition
Parent helps prepare the Parent helps prepare the
child for a new situation child for a new situation
Parent helps to familiarize Parent and student help to
the school professionals familiarize the school or
with the childs history and other professionals with
hearing needs the childs history and
Parent is familiar with their hearing needs for post high
parental rights (IEP school
procedural safeguards, Parent and student
transfer of rights at age of understand the required
majority) assessments and tests for
entry into college.
Resources and Parent knows name, title Parent knows name, title Parent and student know Parent and student know
Technology and role of people who and role of people who name, title and role of name, title and role of
provide services to their provide services to their people who provide people who provide
child child services services
Parent is aware of resources Parent and student are Parent and student are Parent and student are
and can research further aware of resources and can aware of resources and can aware of resources and can
(media library, websites, research further (media research further (media research further (media
etc.) library, websites, etc.) library, websites, etc.) library, websites, etc.)
Parent is aware of and can Parent is aware of and can Parent is aware of and can Parent and student are
access support access support access support aware of and can access
organizations and agencies organizations and agencies organizations and agencies support organizations and
for people with hearing loss for people with hearing loss for people with hearing agencies for people with
(Lions Club, Sertoma, (Lions Club, Sertoma, loss (Lions Club, Sertoma, hearing loss (Vocational
Hands and Voices, local Hands and Voices, local Hands and Voices, local Rehabilitation, Lions Club,
support groups, SSI, etc.) support groups, SSI, etc.) support groups, SSI, etc.) Sertoma, Hands and
Parent recognizes that Parent and student Parent and student Voices, local support
captioning is available, how understand how to access understand how to access groups, SSI, etc.)
to access, and its benefits captioning and its benefits captioning and its benefits Student understands how
Parent is aware of Parent and student are Parent and student are to access captioning and its
communication devices for aware of and have aware of and have benefits
Deaf/HH (relay, video experience with alerting experience with alerting Student is aware of and has
phone, personal devices and emergency devices and emergency experience with alerting
communication device) procedures (fire, doorbell, procedures (fire, doorbell, devices and emergency
Parent is aware of and has phone, monitors) phone, monitors) procedures (fire, doorbell,
experience with alerting Parent and student are Parent and student are phone, monitors)
devices and emergency aware of and have aware of and have Parent and student are
procedures (fire, doorbell, experience with experience with aware of and have
phone, monitors) communication devices for communication devices for experience with
Parent understands how to Deaf/HH (video relay Deaf/HH (video relay communication devices for
access and use interpreter services, video phone, services, video phone, Deaf/HH (video relay
services personal communication personal communication services, video phone,
device) device) personal communication
Parent and student are Parent and student are device)
aware of technology to aware of technology to Parent and student are
access information (speech- access information (speech- aware of technology to
to-text services such as to-text services such as access information (speech-
TypeWell or C-Print, video TypeWell or C-Print, video to-text services such as
remote interpreting, etc) remote interpreting, etc) TypeWell or C-Print, video
Parent and student Parent and student remote interpreting, etc)
understand how to access understand how to access Student understands how
and use interpreter services and use interpreter services to access and use
Parent and student Parent and student interpreter services
understand rules associated understand rules associated Student understands rules
with use of technology in with use of technology in associated with use of
playing sports playing sports technology in playing
sports
Functional Skills for Educational Success
and middle school, while Advanced is completed by the end of high school. The targets are listed according to a hierarchy of
development. Some targets are listed in more than one column indicating the possible need to revisit at a more complex level. Students
identified later may have gaps requiring assessment in earlier stages. Targets may be adjusted and selected as needed. Not every target may
need to be addressed. Assessing these targets may be completed informally or formally. See the ECC-DHH Assessment document for
suggestions.
Concept Development Listens to stories read in Identifies and uses features Understands and uses Uses schedules, charts,
their mode of of a text to aid graphic organizers and tables, diagrams, outlines,
communication comprehension in content outlines maps, etc
Knows words in a book areas (subtitles, table of Recognizes and understands Selects appropriate
tell a thought/ story contents, diagrams, universal symbols and resource to complete
glossary, etc) trademarks assignments (encyclopedia,
Understands the
difference between letters Identifies key words, dates, Understands how to read dictionary, internet, etc)
and numbers definitions in textbooks, and use schedules, charts, Uses problem solving skills
and in discussions tables, diagrams, outlines, to meet personal needs,
Understands how to
follow picture/simple Understands and uses maps, etc resolve conflicts and make
school schedule graphic organizers and Selects appropriate resource decisions
outlines to complete assignments
Uses problem solving
skills to meet personal Selects appropriate (encyclopedia, dictionary,
needs (I want that toy) resources to complete internet, etc)
assignments (encyclopedia, Uses problem solving skills
dictionary, internet, etc) to meet personal needs,
Understands how to read resolve conflicts and make
and follow simple decisions
schedules, charts, tables,
diagrams, outlines, maps,
etc
Uses problem solving skills
to meet personal needs
and resolve conflicts
Comprehension Listens to stories read in Uses features of a book to Uses features of a book to Participates in experiences
his/her mode of aid comprehension of a aid comprehension of a that increase vocabulary
communication reading passage (titles, reading passage (titles, and background knowledge
Uses features of a book to pictures, and context clues) pictures, and context clues) to improve comprehension
aid comprehension of a Participates in experiences Participates in experiences Access background
reading passage (pictures) that increase vocabulary that increase vocabulary and knowledge related to a
Participates in experiences and background background knowledge to topic or book
that increase vocabulary knowledge to improve improve comprehension Makes inferences based on
and background comprehension Able to summarize passage, background knowledge and
knowledge to improve Recognizes sight word identify and retell sequence information read
comprehension vocabulary Makes inferences based on Recognizes and
Acquires sight word Identify and retell information read understands universal
vocabulary sequence Recognizes and understands symbols and trademarks
Identify first/beginning Makes inferences based on universal symbols and
and last/ending and retell information read and trademarks
sequence discussed
Attempts to make Recognizes and
inferences based on understands universal
information read and symbols and trademarks
heard
Recognizes and
understands universal
symbols and trademarks
Study and Demonstrates attending Demonstrates attending Appropriately seeks help Uses interpreter
Organizational Skills skills with direction (i.e. skills independently (i.e. and/or clarification for appropriately
watches speaker, sits watches speaker, sits quietly, concepts, assignments, tests, Appropriately seeks help
quietly, responds) responds ) and due dates and/or clarification for
Gains attention Indicates a need for help Stays on task during concepts, assignments,
appropriately Stays on task during independent work tests, and due dates
Stays on task during independent work with Ignores distractions Completes task
independent work with redirection Follows multi- step oral independently
redirection Ignores distractions with and written directions Follows oral and written
Ignores distractions with less assistance Makes necessary corrections directions
assistance Follows oral and written when given teacher Analyzes academic
Follows oral directions directions feedback performance based on test
Accepts feedback and Labels, organizes, and scores, teacher feedback
Accepts feedback makes corrections maintains a system of and grades, etc
Knows where classroom organization for supplies Labels, organizes, and
Knows where classroom
items are kept and returns and personal items maintains an organization
items are kept
items to appropriate place Maintains and records for supplies and personal
Completes tasks
Records assignments and assignments and tests in an items
Knows where to put assignment book
tests in an assignment book Maintains and records
completed products
Completes and returns Brings appropriate materials assignments and tests in an
Participates in classroom (paper, pencil, HA, FM) to assignment book
homework in a timely
activities class/school/homework
manner Brings appropriate
Follows a picture schedule setting materials (paper, pencil,
Contributes to group work
Identifies barriers to study HA, FM, homework) to
Participates in classroom and homework completion class or school setting
discussions when called and implements strategies to
upon Identifies barriers to study
overcome barriers and homework completion
Understands the grading Competes and returns and implements strategies
system and requirements homework in a timely to overcome barriers
for assignments manner Understands how to break
Follows schedules, charts, Participates in classroom down assignments and
tables, diagrams, and maps discussions voluntarily or complete them
Begins to understand and when called upon systematically
use test taking strategies Contributes to group work Participates in classroom
Uses study guides to aid to complete a project discussions voluntarily or
comprehension and test Understands the grading when called upon
preparation system and requirements for Collaborates in a group to
assignments and projects complete a project
Understands and uses study Understands the grading
and research skills to system and requirements
complete assignments for assignments, projects
Understands and uses test and graduation
taking strategies Understands and uses study
Uses study guides to aid and research skills to
comprehension and test complete assignments
preparation Recognizes and indicates a
Knows which papers to need for accommodations
keep and keeps them in an (note-taker, voice-to-print,
appropriate notebook/file etc)
Knows which notes and
Knows how to access daily assignments to keep and
news/announcements files them appropriately
Understands and uses test
taking strategies
Knows how to access daily
news/announcements and
how it impacts him/her
Self-Determination and Advocacy
Self-Determination Knowledge of school Demonstrates positive Understanding of individual Knowledge of how to

routines (e.g.: obtaining attitude towards self as a and others unique advocate for services as
pass for bathroom, lunch unique person differences needed, e.g., school, work,
room rules, etc) Knowledge of coping Knowledge of how to medical, community
strategies articulate concerns Knowledge of laws
Knowledge of how to positively Knowledge of school
respond to negative Knowledge of problem- procedures
comments and feelings solving strategies Knowledge of hearing
Knowledge of how to make Knowledge of possible community and culture
choices consequences of decisions Knowledge of deaf
Knowledge of IEP goals, as Knowledge of how to set community, culture,
appropriate realistic goals, make traditions, norms, history,
Knowledge of skills for decisions, and take values, etc
independent living, i.e., necessary action to achieve Cultural competence
clothing, hygiene goals
Demonstrates ownership
Participates in IEP meetings of self needs
as appropriate
Knowledge of assistive
Knowledge of additional devices applicable to
skills for independent living, independent living (e.g. bed
i.e., nutrition, time and task alarm, door alarm, fire
management alarm, etc)
Knowledge of assistive
devices applicable to
independent living (e.g.
alarm clock, door alarm, fire
alarm, etc)
Community Advocacy Knowledge of where to Demonstrates respect for Knowledge of definition of
find help (e.g., EXIT sign, people and organizational advocacy
person at counter can help structures Demonstrates negotiation-
you, police, what to do if Knowledge of roles and language skills
lost) responsibilities for the Advocates for own needs in
communities the student is the classroom (e.g.,
involved in, e.g., class, beginning of year inservice
school, home, and with new teachers,
community(s) requesting closed captions
Knowledge of how to turned on)
obtain emergency help (e.g. Understanding of effective
911 for medical or fire problem-solving strategies
emergency) or conflict resolution
Knowledge of laws
applicable for DHH
Americans (ADA,
Rehabilitation Act of 1973,
IDEA)
Community Resources Knowledge of community Identifies issues and
resources and their problems in communities,
and Supports functions ways to address them, and
General knowledge of assist in community service
community events and how Aware of local civic
to advocate positively for organizations and functions
needed accommodations if Knowledge of how to
applicable become involved and
Identifies various participate in local
consequences when community or civic
community members do not organizations (e.g., school
meet responsibilities board, Sertoma Club, etc)
Knowledge of local and Knowledge of local, state,
national resources for deaf and national community
and hard of hearing people, organizations and resources
their purposes, and how to Knowledge of civic
access them responsibilities and roles;
Knowledge of any e.g., voting, jury duty, being
unspoken or unwritten a good neighbor, snow
values/norms applicable to removal, taking care of
advocating for oneself (e.g., pets, following curfew,
be positive, choice is a key cutting grass, being a safe
concept not a destiny, driver, etc
reprimand is serious, etc) Knowledge of city, state,
and federal ordinances and
laws
Understanding of how to
access appropriate
community adult services
(e.g., VR, SSA, interpreter)
related to DHH needs
Understanding of how to
access various community
supports for other needs
(i.e., functions of
community service
providers, which may be
governmental, nonprofit,
or for-profit organizations,
e.g., Dept of Housing, City
Council, Dept of
Transportation, banking,
debt consolidation services,
Iowa Citizens for
Community Improvement,
etc)
Cultural Awareness Knowledge of current Knowledge of definitions of Knowledge of deaf
cultural communities within community and culture community, culture,
students realm traditions, norms, history,
values, etc
Demonstrates cultural
competence across all
cultures
Using Interpreters and Must have a language base Knowledge of how to Demonstrates competence Knowledge of situations
Transliterators sufficient to use an utilize the interpreter for in explaining the role and where it is appropriate to
interpreter non-instructional situations, various uses of the ask for interpreting services
Must have a sign language e.g., peer interactions, extra- interpreter and how to locate and
base sufficient to use an curricular activities, other Knowledge of appropriate secure interpreter
interpreter school personnel (or not) times and situations arrangements
Demonstrates adequate Understanding of of using an interpreter (e.g., Identifies community
attention to the interpreter consequences resulting job interview, grocery store) interpreting resources and
for the appropriate length from student exercising Knows own preferences and understands general
of time based on age and choice not to attend to the communicates effectively to payment issues for
skill interpreter during the interpreter regarding interpreter services
Utilizes attention-getting instructional time seating preferences, sign Understanding of
techniques appropriately modality, interpreter interpreter needs, e.g.,
for age and skill level placement, etc advanced notice for
interpreting requests,
preliminary information
about spoken or signed
information, etc
Social-Emotional Skills
Self Awareness Recognizes own name and Distinguishes range of Recognizes negative Distinguishes own feelings
(Personal Qualities name sign emotions emotions versus expressing /
and/or Traits) Identifies ones likes, Describes physical Links negative emotions to accepting what others
dislikes, needs, wants, responses to emotions situations in need of expect them to feel
strengths and challenges Recognizes and discusses attention Describes event or thought
Identifies self as hard of how emotions are linked to Analyzes emotional states process that causes an
hearing or deaf behavior that contribute to or detract emotion
Recognizes and labels Discusses unique aspects of from personal problem Understands the effects of
emotions/ feelings growing up as a child who solving /decision making self-talk on emotions
Describes situations that is deaf or hard-of-hearing Explains possible Describes how the
cause various emotions (growing up in a deaf, hard outcomes/ results interpretation of an event
(e.g., birthday party, of hearing or hearing associated with expressing may alter feelings about it
someone taking your toy) family) personal emotions Uses self-reflection to
Identifies needs of deaf or Evaluates how expressing assess feelings and assess
hard-of-hearing child ones emotions affects perception of an event
within a family, the school others (truth)
and/or the community (e.g. Evaluates how expressing Acknowledges emotions
communication, more positive attitudes and determines the
participation, rules of influence others appropriate time and place
behavior, respect) to process them
Analyzes and describe
Describes socially show personal qualities and Identifies things about self
acceptable ways to express temperaments influence that cannot be changed
emotions choices and success Sets priorities in building
Describes personal Applies self-reflection on strengths and identifying
qualities/skills possessed techniques to recognize areas for improvement.
and interests one wants to strengths, weaknesses and
develop. potential areas of growth Recognizes personal
Explains how family learning style/ intelligence
members, peers, school and find ways to employ
personnel and community those styles
members can support Describes self accurately
school success and
Evaluates how developing
responsible behavior
interests and filling useful
roles supports school and
life success
Self-Management Identifies ways to calm self Uses self-monitoring Applies strategies for Demonstrates self-control
Demonstrates constructive strategies (self-talk) to managing stress and of behavior
way to deal with upsetting regulate emotions motivating successful Evaluates the role attitude
emotions. Shows skills for handling performance plays in success
Walks away / removes self pressure situations (e.g. Reflects on possible Uses strategies for coping
from an emotional event calm down, walk way, seek consequences both positive with and overcoming
help, or mediation) and negative before feelings of rejection, social
Adjusts to new/novel expressing emotions
situations Demonstrates an ability to isolation and other forms
present own perspective Generates ways to develop of stress
positive attitudes Demonstrates an ability to
Recognizes the emotional change the perception of a
and physical effects of situation and make
substance abuse (alcohol, adjustments to understand
tobacco and/or other it in a different way
drugs) Incorporates self-
Recognizes mental health management skills on daily
issues affecting teenagers basis and demonstrate
including depression and effective emotional
suicide management
Demonstrates techniques
for handling overt and
subtle bullying and
harassment
Support Networks Identifies adults to trust Recognizes qualities of Demonstrates awareness of Identifies school support
Identifies situations where positive role models , where to go for support personnel and has
its appropriate to seek adult including hard-of-hearing when in need (parents, knowledge of when/how
help. and deaf role models teachers, school counselors, to use them
Understands where and Identifies positive adults in other adults) Identifies organizations in
how to get help in own life Evaluates benefits of extra- community that provide
emergency situation Identifies peer, home, curricular activities opportunities to develop
school resources to access interests or talents
Recognizes outside
when solving problems influences on development Utilizes community
Offers help to classmates of personal characteristics resources to achieve goals
(recognizes needs or wants and discern whether those Accesses safety networks
of others) influences are supportive or for self and others
not
Has constructive support
systems in place that
contribute to life success
Personal Responsibility Understands school Chooses to do school Identifies areas of school Describes the effect that
expectations and work/chores without being and life within their control taking responsibility or not
responsibilities that reminded. Identifies short and long taking responsibility can
promote a safe and Defines what it means to term outcomes of safe, have and how it can lead to
productive environment be responsible and risky and harmful behaviors success
Accepts that there are identifies self-responsibility Defines own responsibility Demonstrates
positive and negative traits for behavior responsibility for personal
consequences of choices Explains the benefits of choices
and actions being responsible Plans, implements and
Acts responsibly when evaluates participation in a
using others property group effort to contribute
to the community
Decision Making Makes a choice based on Describes the steps of a Identifies and applies the Evaluates how external
preferences/interests decision making model steps of systematic decision influences (e.g. media, peer,
Chooses and becomes Generates alternate making cultural norms) effect
involved in one activity out solutions and possible Evaluates strategies for decision making
of several options outcomes avoiding risky behavior Considers ethical, safety
Explores cause and effect Effectively participates in and societal factors when
(what ifs) group decision making making decisions
Recognizes response processes Applies decision making

choices in a situation Implements stop, think and skills to foster responsible
act strategies in problem social and work relations
solving and to make healthy life
long choices
Social Awareness Predicts how others feel Identifies verbal, physical Predicts others feelings In increasingly complex
based on facial expressions and situational cues that and perspectives in a social situations, identifies
and body language indicate how others may variety of situations verbal, physical and
Recognizes words and feel Analyzes how ones situational cues that
actions that hurt others Describes the expressed behavior may affect others indicate how others may
feelings and perspectives of feel
Develops an appreciation
others of the diversity of the Deaf Uses conversational skills in
community preferred mode(s) of
communication to
understand the perspective
of others
Demonstrates
understanding of those
who hold different
opinions
Demonstrates ways to
express empathy of others
Demonstrates ability to
differentiate facts from
feelings
Social Interaction Gains the other persons Adapts attention getting Describes when a Understands the
attention before beginning behaviors to setting or communication breakdown appropriate times for
Including a conversation
Conversational Skills people (e.g. recess versus occurs technology use (e.g. not late
Recognizes communication during instruction) at night, tie up phone line,
Understands role in
breakdown text messaging)
Lets others know when it is clarifying communication
Uses appropriate attention- their turn to speak by between two people Uses appropriate topics of
getting behaviors (e.g. asking questions, pausing including respecting the conversation dependent on
voice, tapping table or and looking or giving other choice of sign and knowing the social situation and
tapping teacher and/or cues when it is appropriate to conversational partner
peers shoulder to gain correct another
attention without repeating Ends conversations Indicates change of subject
multiple times) appropriately. Adapts to the preferred in conversation
Develops understanding sign choice of the Appropriate uses of repair
Understands the individual to advance the
importance of personal that there are formal and strategies: repeat, rephrase,
informal social expectations interaction rather than demonstrate, or change
space hinder it
(e.g. using a first name sign communication methods,
Engages in play with others rather than Mrs. Smith Analyzes social situations slower pace, ask a question
(e.g. introduce self, ask [informal] while using full and appropriate responses if the conversation breaks
permission, join in and name when identifying in to these (e.g. school dance, down
invite others to join in) peer pressure situations,
Waits and/or takes turn, writing [formal]) cliques, public speaking, Evaluates how norms and
observe the situation and Describes impact of body clowning around, joking, values have an effect on
know when its appropriate language and facial somber events, sarcasm) personal interactions
to respond (e.g. urgent expressions in Knows appropriate topics Collaborates with peers,
need to interrupt versus communication for conversation dependent adults and others in the
sharing idea or asking upon communication community to move group
questions) Develops awareness that
social cues may be different partner efforts forward
Demonstrates etiquette among various groups (e.g. Recognizes the personal Offers and accepts
(use please, thank you, family, deaf community, boundaries of self and constructive feedback
excuse me) peers) others (e.g. friends, family
Works to maintain an
Shares Describes approaches for members, teachers)
objective, non-judgmental
Identifies friend(s) by making and keeping friends Demonstrates ability to be tone/position during
name/name signs Gives and receives true to personal values disagreements
compliments in a genuine when choosing friendships
Lists traits of a good friend Uses assertive
manner Demonstrates cooperation communication to get
Demonstrates good Assume both a leadership needs met
sportsmanship. and a team player based on Empowers, encourages and
Demonstrates cooperative group/activity affirms self and others
behaviors in a group (e.g. Differentiates between through interactions.
listen, encourage, passive, assertive and Understands the value of
acknowledge opinions, aggressive responses mentors (including mentors
compromise, reach Retells/restates who are deaf or hard of
consensus) opinion/position of others hearing)
Identifies peer Understands unique Actively participates in a
pressure/acceptance cultural aspects of healthy support network of
Advocates for self individuals who are deaf or valued relationships that
hard of hearing as opposed support development
Demonstrates awareness of through life
unique cultural aspect of to individuals who are
individuals who are deaf or hearing
hard of hearing as opposed
to individuals who are
hearing
Conflict Resolution Identifies an adult who can Shows an understanding of Describes how honesty Analyzes how listening and
help when a conflict or conflicts as a natural part of respect, fairness and talking accurately help in
disagreement occurs life compassion can enable one preventing and resolving
Identifies problems and Describes causes and to take needs of others into conflicts
account when resolving
conflicts commonly consequences of conflicts differences Applies skills and strategies
experienced by/with peers Demonstrates the ability to Describes how individual, needed to manage
Describes ways that people respect the rights of self social and cultural intimidation, avoid and
are similar and different and others differences may increase escape violence, and
vulnerability to bullying and maintain personal safety
Recognizes there are many Demonstrates how to work
ways to solve conflicts and effectively with others who identifies ways to address it Accesses conflict resolution
practice solving problems are different from self Defines unhealthy peer and problem solving
using a menu of choices pressure and develop resources (e.g. security,
Applies constructive trusted adults, peer
Sincerely tells others that approaches to resolving strategies for resisting it
mediators, counselors)
s/he is sorry for doing conflicts Analyzes the origins and
something negative effects of Evaluates the effects of
Identifies interpersonal using negotiation skills to
Identifies why unprovoked problems that need adult stereotyping and prejudice
reach win-win solutions
acts that provoke others are help to resolve Evaluates strategies for
wrong preventing and resolving Evaluates strategies for
interpersonal problems being respectful of others
while opposing
Identifies the roles of stereotyping and prejudice
individuals in conflict and
understands their Evaluates current conflict
responsibility in reaching resolutions skills and plan
resolution how to improve them
Identifies how all parties in
conflict might get their
needs met (win-win)
Identifies positive supports
to go to in a conflict
situation/crisis
Technology
Technology devices change daily. In order to find out the latest technology devices used by people who are deaf or hard of hearing,
contact: local Deaf or hard-of-hearing adults; your local AEA; Iowa Department of Human Rights, Office of Deaf Services; or Iowa
School for the Deaf. For information on specialized phones, contact Telecommunications Access Iowa, a program of the Iowa Utilities
Board.
In this rubric, typically Early will begin in preschool and the rubric will be completed by high school graduation. Targets may be adjusted
and selected as needed. Not every target may need to be addressed. Assessment of these targets can be accomplished informally.
Skills Necessary to Introduced to various types Tells an adult when device is Uses devices appropriately Researches funding sources
Access Technology of technology not working and with care for technology purchases
(grant, loan, organizations,
Exposed to vocabulary used Uses the basic features of Begins to troubleshoot
self pay, etc)
with technology (mouse, the various devices (on/off, problems when system is
click, on/off switch, volume, etc.) not working Troubleshoots personal
program, batteries, etc) technology and knows
Understands that devices Uses the correct etiquette
where to obtain repair or
Explores the layout of must be cared for and are when using various devices
replacement
various types of technology expensive
Begins to take part in the
Beginning to understand Knows the correct etiquette process of purchasing
Knows the cost of
purchasing and maintaining
that technological devices when using various devices hearing aids and other
devices
are necessary tools and are technology
not toys
Knows the appropriate Is able to comparison shop
for technology in order to
time and place to use
obtain a device that is most
technology
suited to his/her need
Explores advanced features
of his/her devices
Knows advanced functions
of various devices
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Competencias Curriculares para El Alumno Sordo en Ingles Traducir PDF

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The Expanded Core Curriculum

For Students Who Are Deaf or Hard of Hearing

Revised January 2013

Iowa Department of Education

State Board of Education

Student and Family Support Services

Functional Skills for Educational Success

Self-Determination and Advocacy

The area of Technology includes: Skills Necessary to Access Technology.

Skill Area Early Emerging Intermediate Advanced

Skill Area Early Emerging Intermediate Advanced

Skill Area Early Emerging Intermediate Advanced

Auditory Skills (Detection) (Discrimination) (Identification) (Comprehension)

Skill Area Early Emerging Intermediate Advanced

Parent understands basic aware of the myths and

Skill Area Early Emerging Intermediate Advanced

Skill Area Early Emerging Intermediate Advanced

Self-Determination Knowledge of school Demonstrates positive Understanding of individual Knowledge of how to

Skill Area Early Emerging Intermediate Advanced

Recognizes response processes Applies decision making

Skill Area Early Emerging Intermediate Advanced

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