As seen in Florida Rule 6A-6.03013:

An audiological evaluation documents a permanent or fluctuating hearing threshold level that interferes with progress in any one (1) of the following areas: developmental skills or academic performance, social-emotional development, or linguistic and communicative skills as evidenced by:

1. 25 decibel (db) + ± 5 dB or greater based on pure tone average or average of 500, 1000, and 2000 Hz unaided in the better ear; or
2. A high frequency hearing threshold level of 25 dB ± 5 dB or greater based on pure tone average of 1000, 2000, and 3000 Hz unaided in the better ear; or
3. A unilateral hearing threshold level of 50 dB ± 5 dB or greater based on pure tone average of 500, 1000, and 2000 Hz unaided; or
4. Auditory Evoked Potential responses evidencing permanent hearing loss at multiple frequencies equivalent to or in excess of the decibel hearing loss threshold criteria for pure tone audiometric testing specified in subparagraphs (4)(a)1., 2. and 3., above; and,
   1. The student needs special education as defined in paragraph 6A-6.03411(1)(kk), F.A.C.

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Resources:

• Example form for an audiologist to complete:
  • Audiological Criteria Form (Can be edited for district use.)
• Audiological Eligibility Online Course

• Brigance Special Education
• Kaufman Test of Educational Achievement
• Wechsler Individual Achievement Test (WIAT)
• Woodcock-Johnson IV (WJ IV) Tests of Achievement

*This list is by no means exhaustive. Refer to your district's evaluation team for guidance.

• Battelle Developmental Inventory (BDI)
• Developmental Assessment of Young Children (DAYC)
• Developmental Profile (DP)
• Minnesota Socials Checklist for Students who are D/HH
• Social-Emotional Assessment/Evaluation Measure (SEAM)
• Theory of Mind Inventory (TOMI)

*This list is by no means exhaustive. Refer to your district's evaluation team for guidance.

• ASL Assessments (see "Additional Assessment Tools" below)
• Communication and English Language Assessments (see "Additional Assessment Tools" below)

*This list is by no means exhaustive. Refer to your district's evaluation team for guidance.

• Battelle Developmental Inventory (BDI)
• Developmental Assessment of Young Children (DAYC)
• Developmental Profile (DP)
• Kaufman Assessment Battery for Children (KABC)
• Test of Nonverbal Intelligence (TONI)
• Universal Nonverbal Intelligence Test (UNIT)
• Wechsler Intelligence Scale for Children (WISC)
• Wechsler Nonverbal Ability Scales (WNV)
• Wechsler Preschool and Primary Scale of Intelligence (WPPSI)
• Woodcock Johnson Tests of Cognitive Abilities

*This list is by no means exhaustive. Refer to your district's evaluation team for guidance.

The Academic ASL Comprehension Assessment  is designed to identify the student’s academic comprehension grade level in ASL. Currently, there are 13 comprehension tests from K to 12th grade. The ASL stories are based on grade level. The questions are hierarchical based on Bloom’s taxonomy, there are two sets of five questions (ten in total) so that students have two attempts at each level. A subscription to ASL Curriculum Instruction Assessment (ASL CIA) is required in order to access the assessment.

The American Sign Language Communicative Development Inventory 2.0 (ASL CDI 2.0) is a research-based updated ASL adaptation of the MacArthur Bates Communicative Development Inventory. It is an assessment of early vocabulary knowledge in children learning ASL.

The American Sign Language Expressive Skills Test (ASL EST) assesses children's (aged 4-13 years) expressive sign language, specifically their ability to produce a signed narrative using appropriate ASL grammar. Completion of training and certification in ASL EST is required before administering the test. RMTC-D/HH staff members are certified in ASL EST. Please contact RMTC-D/HH should you require assistance administering the ASL EST.

The American Sign Language Receptive Skills Test (ASL RST)* is a developmental assessment for children, aged 3 to 13 years, learning ASL. It measures children's understanding of ASL grammar, including number/distribution, negation, noun/verb distinction, spatial verbs (location and movement), size/shape specifiers, handling classifiers, role shift, and conditionals.

American Sign Language Vocabulary Test (ASL VT): The web-based ASL-VT from Sign Measures assesses receptive and productive signed vocabulary knowledge in children aged 6-10 years. It consists of four tasks (two receptive, two productive) with 40 items each. The same items are used across all tasks. Professionals working with students who are DHH can sign up for a free account. LangaugeFirst and Sign Measures offer a free ASL-VT Training Workshop.

Avenue pm is a group of progress monitoring apps researched for use with students who are DHH. The eight free apps are based upon curriculum-based measures for early language, reading tasks, writing tasks, ASL, and English. They are normed on K-6th grade level. They are efficient tasks that take one to three minutes to complete. They can be used weekly or monthly to measure performance and set learning IEP goals.

PARC: Placement And Readiness Checklists for Students who are Deaf and Hard of Hearing: PARC is a set of placement and readiness checklists designed to assist IEP teams, including students, teachers, specialists, parents and school administrators, when making decisions about programming and placement for students who are deaf and hard of hearing (DHH). Placement checklists include a "Placement Checklist for Children who are Deaf and Hard of Hearing" for PreK/Kindergarten, Elementary, and Middle/High. Readiness checklists included in the set are: General Education Inclusion Readiness Checklist, Interpreted/Transliterated Education Readiness Checklist, Captioning/Transcribing Readiness Checklist, and Instructional Communication Access Checklist.

Story Grammar Marker Narrative Analysis for Deaf and Hard of Hearing Students*: This book focuses on narrative instruction and intervention with Story Grammar Marker^® for children who are Deaf or Hard of Hearing. The goal is for all children to have the skills to independently and effectively communicate with anyone in their environment using their preferred modality of communication, including American Sign Language. This book also provides criterion-based assessments for narrative macro- and micro-structure for both English and American Sign Language.

Signed Reading Fluency is a program that promotes language acquisition and development in American Sign Language (ASL) through the use of video recordings that document a student's baseline in expressive ASL of a reading passage and at the end of the intervention period with a recorded post-signing of the same passage. The program utilizes a rubric format to support the evaluation of students’ language development. Both the recorded progression of language acquisition and the comparison of rubrics used throughout the instruction serve as an excellent model for progress monitoring. To learn more, watch the TA-Live! titled, Keeping it Fluent: Signed Reading Fluency.

SKI-HI Language Developmental Scale (LDS), 2020  is developmentally ordered and contains a list of communication and language skills in varying intervals for different ages (Birth through 5 years old). Each age interval is represented by enough observable receptive and expressive language skills to obtain a good profile of a child’s language ability. The whole scale has been updated with added ASL adaptations to what is already there and now can be used with a child using any communication method. Pictures have been added to show ASL, references have been updated and new clarifications of terms have been added.

Visual Communication and Sign Language Checklist for Deaf and Hard of Hearing Children (VCSL): The VCSL is a comprehensive checklist that helps to track young children's sign language development from birth to age 5. The VCSL assists teachers and early childhood education service providers in planning language development activities for individual children. The online version automates the administration and scoring, provides links to video exemplars to help raters understand the language element being rated, creates reports, and saves non-identifiable data in a national database for use in research and analysis.

*Florida stakeholders can borrow these and many other resources from RMTC-D/HH's Media and Materials Loan Library, for FREE. Each material comes with a return label, making even the shipping at no charge to the borrower.

CID SPICE for Life Auditory Learning Curriculum: CID SPICE for Life is an auditory learning curriculum designed to help individuals who are deaf and hard of hearing overcome real life listening challenges. SPICE for Life focuses on functional auditory development. It includes practice with auditory memory, listening in noisy settings, listening to music, localizing sounds, listening to voices, listening in conversation, listening on the telephone and more. This kit is designed to be used with children age 5 and older. SPICE for Life contains activities for structured lessons, suggestions for practicing skills in a classroom or therapy session and pages to encourage parents to practice skills at home. SPICE for Life can be used to help children develop auditory skills even if they have low language skills.

Cottage Acquisition Scales for Listening, Language, and Speech (CASLLS): This developmental checklist is for assessment and planning for diagnostic therapy. The listening section progresses from sound awareness to comprehension of paragraphs including phonetic listening skills.

IT-MAIS: The IT-MAIS, Infant-Toddler Meaningful Auditory Integration Scale (Zimmerman-Phillips 2000) is a modification of the Meaningful Auditory Integration Scale (MAIS) (Robbins et al. 1991). It is a structured interview schedule designed to assess the child’s spontaneous responses to sound in their everyday environment. The assessment is based upon information provided by the child’s parent(s) in response to 10 probes. These 10 probes assess three main areas: 1) vocalization behavior, 2) alerting to sounds; and 3) deriving meaning from sound. Specific scoring criteria have been developed for each of the 10 probes.

The Listening Comprehension Test 2: The Listening Comprehension Test 2 assesses listening through natural classroom situations rather than through simple repetition or discrimination subtests. Each subtest (Main Idea, Details, Reasoning, Vocabulary, and Understanding Messages) requires students to pay careful attention to what they hear, listen with a purpose in mind, remember what they hear well enough to think about it, avoid being impulsive in giving answers, and express answers verbally.

The Listening Inventory for Education - Revised: an Efficacy Tool (L.I.F.E.-R.): The L.I.F.E.-R. is designed to determine amplification benefit and considers input from both the student and the teacher. The protocol also provides suggestions for intervention accommodations designed for the specific situations that are identified as problems.

PARC: Placement And Readiness Checklists for Students who are Deaf and Hard of Hearing: PARC is a set of placement and readiness checklists designed to assist IEP teams, including students, teachers, specialists, parents and school administrators, when making decisions about programming and placement for students who are deaf and hard of hearing (DHH). Placement checklists include a "Placement Checklist for Children who are Deaf and Hard of Hearing" for PreK/Kindergarten, Elementary, and Middle/High. Readiness checklists included in the set are: General Education Inclusion Readiness Checklist, Interpreted/Transliterated Education Readiness Checklist, Captioning/Transcribing Readiness Checklist, and Instructional Communication Access Checklist.

The Screening Instrument for Targeting Educational Risk (S.I.F.T.E.R.) /The Preschool S.I.F.T.E.R.: The S.I.F.T.E.R. is used by the teacher to rate the child in comparison to other children in the classroom on 15 items. The responses are plotted on a chart which indicates pass, marginal or fail for each of the five areas of academics, attention, communication, classroom participation, and school behavior. If a child fails in a specific area, they should be referred for further evaluation. The Preschool S.I.F.T.E.R. was developed to be used with preschool children and is similar to the S.I.F.T.E.R.

A functional listening evaluation is a diagnostic tool used to help teams make data-driven educational decisions about instruction, accommodations, assistive technology, accessible instructional materials, related services, supplementary aids, and student interaction with the learning environment. Many people confuse a functional listening evaluation and The Functional Listening Evaluation (The FLE), written by Cheryl DeConde Johnson, thinking these terms are interchangeable. The FLE is one specific functional listening evaluation that can be used to drive decisions made by the IEP team. Whereas, a functional listening evaluation can be any one of a variety of different informal hearing assessments not to be confused with The FLE.

For more information, see the RMTC-D/HH FAQ Is a functional listening evaluation required for students who are deaf or hard of hearing (D/HH) in an educational environment to complete the Florida Communication Plan and/or Individual Education Plan (IEP)? Access our free, FLE online module available to learn more about the FLE and how to perform it yourself.

Formal functional listening assessment:

• The Functional Listening Evaluation (FLE): The purpose of this evaluation is to determine how a patient's listening abilities are affected by noise, distance, and visual input in an individual's natural listening environment.

Informal functional listening assessments:

• Children’s Auditory Performance Scale (CHAPS): Use the CHAPS to systematically collect and quantify listening behaviors observed in children age seven and older. 
• Functional Auditory Performance Indicators (FAPI): The FAPI assesses the functional auditory skills of children with hearing loss.
• The Listening Inventory for Education - Revised: an Efficacy Tool (L.I.F.E.-R.): The L.I.F.E.-R. is designed to determine amplification benefit and considers input from both the student and the teacher. The protocol also provides suggestions for intervention accommodations designed for the specific situations that are identified as problems.
• The PEACH and PEACH+ (Parent Evaluation of Aural/Oral Performance of Children): The PEACH is a measure used by audiologists and hearing health professionals to evaluate the effectiveness of a child’s use of hearing in real-world environments. The PEACH+ provides an additional estimate of a child’s ease of listening in different situations.
• The Screening Instrument for Targeting Educational Risk (S.I.F.T.E.R.) /The Preschool S.I.F.T.E.R.: The S.I.F.T.E.R. is used by the teacher to rate the child in comparison to other children in the classroom on 15 items. The responses are plotted on a chart which indicates pass, marginal or fail for each of the five areas of academics, attention, communication, classroom participation, and school behavior. If a child fails in a specific area, they should be referred for further evaluation. The Preschool S.I.F.T.E.R. was developed to be used with preschool children and is similar to the S.I.F.T.E.R.

C.O.A.C.H. - Self Advocacy & Transition Skills for Secondary Students who are D/HH* (Loan Library # 1939) by Lynn Price uses a problem-solving model of C.O.A.C.H. – Concern - Observe - Access - Collaborate - make it Happen to address access and communication needs for students who are D/HH. The book includes: rationale for the instruction model, step-by-step directions, goals and activities, assessments, and reproducible worksheets. Each section addresses specific aspects of advocacy and develops underlying skills to support application.

Deafverse is an online game accessible in ASL available through the National Deaf Center on Postsecondary Outcomes. This game supports the development of self-advocacy skills as players respond to challenges and conflicts that are part of the deaf experience. These challenges and conflicts are often encountered throughout life, not just in the school environment, thus the need for strong self-advocacy skills. The game is free and can be played on computers or mobile devices used at home, in the school environment, in transition programs, or even vocational rehabilitation settings.

The purpose of Iowa's 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 DHH. This tool is designed for teachers of students who are DHH and education audiologists to address these identified areas that are either not taught or require specific and direct teaching. The intent of the ECC-DHH is to be a framework for addressing unique needs of students who are DHH.

The Guide to Self-Advocacy Skill Development is a suggested sequence for students to attain self-advocacy skills from preschool through grade four, after which students should be able to repair communication breakdowns and advocate for their listening and learning needs appropriately.  This hierarchy is a useful assessment tool as it provides age expectations for specific skills.

The Informal Inventory of Independence and Self-Advocacy Skills for Deaf-Hard of Hearing Students has questions related to independence, self-advocacy, peer interaction, community and also a section specifically for students who use an interpreter. The checklist results in a score that is related to a qualitative scale of independence and self-advocacy skills.

The After LIFE questions of the Listening Inventory For Education – Revised suite of checklists is designed for students grade 3 and above (age 8+) to identify which strategies they use under 6 challenging situations. There are 22 positive strategies and 12 negative or neutral strategies. Progress can be monitored over time. The second page of the Teacher LIFE (Teacher Checklist: Self-Advocacy and Instructional Access) can be used to obtain teacher input on the student’s level of independence and self-advocacy.

Minnesota Compensatory Skills Checklist: Compensatory skills are those needed by students with hearing loss to access learning in a manner equal to that of their hearing peers.  These skills are sometimes difficult to address in an integrated setting where the focus of instruction is on academic programs.  Specific needs of students with hearing loss are often overlooked because they appear to function similarly to their hearing peers.  Students with hearing loss are generally in the mainstream, both in school and in daily life.  Consequently, students with hearing loss may feel isolated and different.  This compensatory skills checklist was developed to meet the specific needs students with hearing loss.  These skills are necessary for students with hearing loss to understand the impact of their hearing losses on their daily lives. This checklist is a guide/tool for educational teams.  Feel free to adapt it according to student needs. It was developed as a hierarchy of skills specific to students with hearing loss from kindergarten through twelfth grade. This checklist is not an evaluation.  It is a tool for educational teams to use with students with hearing loss.  Teams are encouraged to use the checklist to identify and address individual student needs.

Growing up with hearing loss isn’t always as easy as it is for children with typical hearing. How they feel about themselves can greatly affect their self-esteem and how willing they are to comfortably advocate for their communication needs. The My World tool developed by the Ida Institute is suggested as a way to help students explore their feelings and their challenging communication situations. The tool is game-like and can be downloaded free for color printing from the IdaInstitute.com website (you must sign up to be a part of the Ida community). It is also available to purchase from the Ida Institute in Denmark. There are boy and girl, man and woman people figures of different ethnicities.  There are also four situation boards including outside community, outside home, classroom and inside home. Different furniture, recreational items and FM microphones allow the child to explain the particulars of his listening situation. Refer to Using the Ida My World Counseling Tool with Children: Suggestions for Use at Different Stages of Development, a one-page handout that suggests how, when, and why the tool can be used.

PARC: Placement And Readiness Checklists for Students who are Deaf and Hard of Hearing: PARC is a set of placement and readiness checklists designed to assist IEP teams, including students, teachers, specialists, parents and school administrators, when making decisions about programming and placement for students who are deaf and hard of hearing (DHH). Placement checklists include a "Placement Checklist for Children who are Deaf and Hard of Hearing" for PreK/Kindergarten, Elementary, and Middle/High. Readiness checklists included in the set are: General Education Inclusion Readiness Checklist, Interpreted/Transliterated Education Readiness Checklist, Captioning/Transcribing Readiness Checklist, and Instructional Communication Access Checklist.

The  SEAM for School Success (Student Expectations for Advocacy & Monitoring Listening and Hearing Technology) – The SEAM provides expectations for the level of independence a child should have with their hearing devices. It ranges from starting school (preschool or kindergarten) through high school. The student gradually takes on the responsibility for care and monitoring of hearing devices and also for assertively dealing with challenging listening situations. Below are materials that can be used to help students become more knowledgeable and independent with their hearing devices.

Steps to Assessment - A Guide to Identifying Educational Needs for D/HH Students* (Loan Library #1943): The focus of this guide is appropriate assessment practices for children from transition to school at age 3 through high school. Categories of assessment are presented, as are ways to tease out information from assessment results to illustrate how to identify needs to support eligibility. A variety of assessments are described for each assessment area. Case studies are provided that show how the teacher can choose appropriate test instruments and interpret the results, including determining possible goal areas. A section describing self-learning application activities helps readers to integrate the information into daily practice and makes this Guide the perfect subject of a Professional Learning Community. Teachers who use this guide will have a much better understanding of the vulnerable areas of development due to hearing loss, how the areas interconnect, and ultimately how they are the experts in using the ‘deaf lens’ to contribute to their evaluation teams and service planning. This information will assist educators of the deaf/hard of hearing, educational audiologists and specialist speech language pathologists in being able to advocate with school teams for appropriately tailored assessment and program planning for students who are deaf or hard of hearing.

Steps to Success* (Loan Library #1959) by Lynn Price is a scope and sequence curriculum of skills for students who are deaf or hard of hearing. It provides specific information on teaching Perception, Processing, Self-Knowledge, and Advocacy with 8 goal areas. Each goal is divided into strands of instruction and each strand has activities for each level of instruction. Assessments within Steps to Success helps with analyzing situations, choosing accommodations, and a child’s rights for accessing communication in school. 

For even more resources, check out Susie Tigg's LiveBinder Self-Advocacy Skills for Students who are DHH.

*Florida stakeholders can borrow these and many other resources from RMTC-D/HH's Media and Materials Loan Library, for FREE. Each material comes with a return label, making even the shipping at no charge to the borrower.

Children’s Peer Relationship Scale: This checklist provides information about how isolated or integrated a child feels. Although it is not normed, this data can add insights to the results of other test measures.

Iowa's ECC-DHH Needs Assessment: The Iowa Expanded Core Curriculum for Students who are Deaf or Hard of Hearing (ECC-DHH) Needs Assessment has a section for social-emotional skills. This tool can be used for discussion of skills needing development.

Minnesota Social Skills Checklist for Students who are Deaf or Hard of Hearing: This checklist is designed as a guide for teachers of the deaf/hard of hearing and other IEP team members, or school professionals. This tool can be used for discussion of skills needing development in the areas of: self-concept/self-esteem, social interactions/friendship skills, and pragmatics.

The Screening Instrument for Targeting Educational Risk (S.I.F.T.E.R.) /The Preschool S.I.F.T.E.R.: The S.I.F.T.E.R. is used by the teacher to rate the child in comparison to other children in the classroom on 15 items. The responses are plotted on a chart which indicates pass, marginal or fail for each of the five areas of academics, attention, communication, classroom participation, and school behavior. If a child fails in a specific area, they should be referred for further evaluation. The Preschool S.I.F.T.E.R. was developed to be used with preschool children and is similar to the S.I.F.T.E.R.

Social-Emotional Assessment / Evaluation Measure (Loan Library # 1964)*: With this in-depth, easy-to-use tool, your program can reliably assess and monitor social-emotional development in infants, toddlers, and preschoolers at risk for delays or challenges. An ideal followup to screeners such as ASQ®:SE-2, the two-part SEAM™ assessment reveals detailed qualitative information on children's social-emotional competence— and identifies their caregivers' strengths and areas of need. Easy to learn and implement, SEAM can be used by a wide variety of early childhood professionals, including those with little or no training in mental-health or behavioral interventions.

Social Skills Checklist (Pre-K/Elementary) and Social Skills Checklist (Secondary): These checklists have different social-emotional domains that are assessed, including communication skills, emotional regulation, and problem solving.

Social Attributes Checklist: The set of items presented in this checklist is based largely on research identifying elements of social competence in young children, and on studies in which the behavior of well-liked children has been compared to that of less well-liked children. For preschool through grade 2.

Think About It Quiz: This quiz is meant for the student to self-assess their emotional regulation, self-identity, and scholastic competence.

*Florida stakeholders can borrow these and many other resources from RMTC-D/HH's Media and Materials Loan Library, for FREE. Each material comes with a return label, making even the shipping at no charge to the borrower.

The Arizona Articulation Proficiency Scale-Fourth Edition: Provides a standardized measure of articulation and phonology to help clinicians identify individuals in need of speech sound services (ages 18 months to 21 years).

Cottage Acquisition Scales for Listening, Language, and Speech (CASLLS): This developmental checklist is for assessment and planning for diagnostic therapy. The listening section progresses from sound awareness to comprehension of paragraphs including phonetic listening skills.

The Goldman Fristoe Test of Articulation – 3 (GFTA-3): Assesses multiple occurrences of high frequency phonemes for ages 2-21.

RIT/NTID Speech and Voice Evaluation: This is a free online program that teaches the examiner how to perform the assessment.  This is a comprehensive assessment with a focus on assessment of spoken English, including segmental and suprasegmental aspects of speech and phonological, semantic, syntactic, and pragmatic aspects of spoken language use. 

Deafverse Game - Deafverse is a choose-your-own-adventure online game created just for teenagers who are deaf/hard of hearing, where they can learn important skills for success in high school and beyond. Players get to make their own choices, stand up for themselves, and build confidence and skills they can use in real life. Included in the student materials are inventories, checklists, and responses that can be used as anecdotal evidence in present levels and to write goals.

Informal Inventory of Independence and Self-Advocacy Skills for Deaf/Hard of Hearing Students was developed to plan educational services and to determine appropriate goals for a student’s individualized educational plan. It is meant to be collaboratively completed with the student, parents, and educational team.

Guide to Access Planning Transition Checklist - The purpose of this checklist is to guide you, your parents or caretakers, and the professionals who provide you support, with information about the acquisition of important skills and activities that lead to successful transitions from high school to independent living, a job, college, or vocational training. This checklist should be completed with the help of your teachers, parents, or others who are responsible to assist in your transition planning.

Laurent Clerc National Deaf Center - Transition Skills Checklist - This checklist is a list of transition standards by category from Kindergarten through Grade 12. 

Map It: What Comes Next? Module - Map It: What Comes Next is a free, online, interactive training designed for transition-aged students who are deaf or hard of hearing. Video vignettes signed in ASL with spoken English and written transcription, self-assessments, and a series of interactive questions guide students as they identify their goals and develop strategies to achieve them. All interactive materials are saved and compiled in an electronic portfolio.

Minnesota Transition Guide for ToDHHs gives guidance in the area of transition for students who are DHH. It is intended to be utilized, at the latest, during grade 9 to assist parents and service providers in the early planning for transition from school programs to employment or postsecondary education. It includes transition checklists for each section to progress monitor skills.

PARC: Placement And Readiness Checklists for Students who are Deaf and Hard of Hearing: PARC is a set of placement and readiness checklists designed to assist IEP teams, including students, teachers, specialists, parents and school administrators, when making decisions about programming and placement for students who are deaf and hard of hearing (DHH). Placement checklists include a "Placement Checklist for Children who are Deaf and Hard of Hearing" for PreK/Kindergarten, Elementary, and Middle/High. Readiness checklists included in the set are: General Education Inclusion Readiness Checklist, Interpreted/Transliterated Education Readiness Checklist, Captioning/Transcribing Readiness Checklist, and Instructional Communication Access Checklist.

The Self-Determination Inventory - This online assessment asks how youth feel about their ability to be self-determined: to make choices, set and go after goals, and make decisions. Designed for youth between the ages of 13 and 22, it takes approximately 10-15 minutes to complete. After completing the Self Determination Inventory: Student Report, students will receive a student report with their score, along with an ASL video that explains what the report means. Students can share this report with their families, teachers, and vocational rehabilitation counselors, to help develop plans for strengthening self-determination. Families and professionals can use this report guide to work together on setting goals and developing plans.

Transition Assessment and Goal Generator (TAGG) - The TAGG is an on-line transition assessment for secondary-aged youth with disabilities, their families, and professionals. TAGG items derive from research identified student behaviors associated with post high school employment and education. The TAGG provides a norm-based graphic profile, present level of performance statement, lists of strengths and needs, and suggested IEP annual transition goals. It is available in multiple languages including ASL.

See Project10 for additional assessments by Transition category: instruction, related services, community experience, employment, post-school adult living, daily living, and functional vocational evaluation.
 

Bilingual Grammar Curriculum (BGC):  The BGC teaches and assesses children who are deaf/hard of hearing the grammatical rules of both ASL and English.

Oral and Written Language Scales – 2nd Edition (OWLS-II):  The four OWLS-II scales — Listening Comprehension (LC), Oral Expression (OE), Reading Comprehension (RC), and Written Expression (WE) — give a complete picture of language skills. The LC and OE Scales assess receptive and expressive language. The WE Scale measures the expressive aspects of written language. The RC Scale measures the receptive aspects of written language and is uniquely effective in identifying language factors that may be impairing or facilitating reading comprehension. 

Strategic and Interactive Writing Instruction (SIWI)*: “SIWI is an approach to writing instruction that aims to be responsive to the varied language needs of deaf learners. SIWI draws upon evidence-based approaches to teaching writing such as strategy instruction in writing and collaborative, interactive writing. SIWI also contains elements that provide teachers with guidance on language instruction such as how to navigate between ASL and English when teaching developing bilinguals, or how to facilitate greater expressive language clarity and complexity among children with language delays. There is growing evidence to suggest SIWI has a positive impact on students’ expressive language, word identification, motivation, and writing outcomes at the word-, sentence-, and discourse-levels.”