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=== In 36 weeks, using a picture description task, Zavier will produce sentences that average 3 to 4 words in length with the correct use of subject pronouns(ex. he, she...) and correct marking of verb tense (present progressive(-ing), simple past(-ed), simple future tense(will -) with 75% accuracy. ===

**Rubrics:**
Kindergarten Concepts
 * Name: Zavier Marchik **
 * Date: 5/25/2011 **
 * Goal: By 5/24/2012, when provided with verbal and visual supports, Zavier will score 16 out of 20 possible points on the Kindergarten Concepts Rubric over 3 consecutive probes. **
 * ** Skill ** || ** 1 ** || ** 2 ** || ** 3 ** || ** 4 ** || ** Baseline ** ||
 * **Number** || **Rote count to 20** || **Touch and count to 20** || **Counts and produces number sets of given sizes** || **Connects number words and numerals to quantities they represent** || 0 ||
 * **Geometry** || **Identifies basic shapes** || **Names basic shapes** || **Builds, draws, compares, and sorts 2-dimensional shapes** || **Describes attributes and parts of two- and three-dimensional shapes** || **1** ||
 * **Uses concepts to give/follow directions and make comparisons:**


 * In, on, under, big, little, medium-sized,**
 * next to, in back of, in front of, long, more, up, down, full, empty, same**
 * beside, backward, forward, short, many, thin, fat, less, full,behind, ahead of, first, last, middle, second, few** || **1 to 8 concepts listed** || **9 to 16 concepts listed** || **17 to 24 concepts listed** || **25 to 32 concepts listed** || **1** ||
 * **Alphabet** || **Identifies a few letters** || **Identifies upper case letters** || **Identifies lower case letters** || **Identifies letter sounds** || **1** ||
 * **Listening Comprehension** || **Answers simple questions about the pictures in a book** || **Answers questions to describe, make predictions, and interpretations** || **Able to sequence three pictures and retell a simple story** || **Retells a story read aloud using pictures in the book** || **1** ||

__**Progress Notes for Kindergarten Concepts: (please include date)**__
Zavier Marchik: Parent Conference notes (Deaf & Hard of Hearing Services) October 17, 2011
 * __Communication:__**
 * We have been spending a lot of time on following directions and giving descriptions through barrier games. Zavier enjoys these tasks and is beginning to show some gains. Vocabulary is a huge factor that makes these skills hard for him. Expanding his vocabulary will be key to his ability to learn conversational skills and academics. Having the language to communicate successfully will also help him stay on topic.
 * For wh questions, his communication coach and I have been cuing Zavier with, “Listen, I asked you a question.” The question will be asked again. If he isn’t able to answer the question, a menu of possible answers is provided.
 * __Figurative Language:__**
 * Children with hearing loss typically have trouble with figurative language as well as take information heard in a simplified concrete way. An example is: The PE teacher (Mr. Cronk) asked Zavier about his Red Sox shirt and Zavier looked at his socks and stated he didn’t have red socks on.
 * We have been using idioms and teasing to help Zavier be more flexible with his language understanding and use.
 * __Academics:__**
 * Although DHH services are not listed for academics, classroom content is included into every session. We have been working on letter-sound association, alliteration, sight words, and writing/labeling drawings. We have just begun to address rhyming using nonsense words in contrast to real words.
 * Push-in services for phonology groups have begun on Friday mornings. (10/14/11)
 * __Self-Advocacy:__**
 * This is an area we have been working into other content areas addressed. Modeling and coaching him to ask questions, informing others how to wear the FM system correctly, etc. will give him the independence needed to be successful across settings.
 * __FM Use for home:__**
 * Medicaid has purchased for other families. You may want to consider this option.
 * __Communication Coach:__**
 * Nan has joined been joining sessions. I would like to make Monday’s sessions strictly supporting what is happening at school. This would be broken down into 40 minutes of Nan leading instruction, with 20 minutes of 1:1 feedback for her. Zavier would return to class while she and I have the opportunity to collaborate.


 * ** http://rubistar.4teachers.org ** ||||||  ||
 * ** Communication Rubric ** ||
 * Teacher Name: Van Rheenen ||||||  ||
 * Student Name: Zavier Marchik ||  ||
 * ** Baseline: 9 Goal: Within 36 weeks of school, within the general education setting, Zavier will score18 out of 24 on a communication rubric for children at the primary level.** ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Listens to others || Listens intently. Does not make distracting noises or movements. || Listens intently but has one distracting noise or movement. || Sometimes does not appear to be listening but is not distracting. || Sometimes does not appear to be listening and has distracting noises or movements. ||
 * Stays on Topic || Stays on topic all (100%) of the time. || Stays on topic most (99-90%) of the time. || Stays on topic some (89%-75%) of the time. || It was hard to tell what the topic was. ||
 * Vocabulary || Uses vocabulary appropriate for the audience/situation. || Uses vocabulary appropriately most of the time. Can occasionally get stuck word finding and needs assistance. || Uses vocabulary appropriately some of the time. Often gets stuck word finding and needs frequent assistance. || Uses several (5 or more) words or phrases that are not understood by the audience. ||
 * Initiates Conversation || Initiates conversation frequently and easily. || Initiates conversation most of the time and needs some occasional assistance. || Initiates conversation occasionally and needs assistance most of the time. || Does not initiate conversation and needs frequent prompts. ||
 * Answers Wh Questions || Answers wh questions appropriately. || Answers wh questions most of the time, but occasionally needs assistance to answer question. || Answers wh questions some of the time, needs assistance to answer questions most of the time. || Cannot answer wh questions without assistance. ||
 * Uses Language to Describe || Describes events, pictures, activities thoroughly and easily for listener. || Describes events, pictures, activities with some details, but leaves out critical information that makes it difficult for the listener. || Describes events, pictures, activities with a few details, but leaves out much of the critical information that makes it difficult for the listener. || Cannot describe events, pictures, activities with any details/critical information which makes it very difficult for the listener. ||
 * Date Created: March 02, 2011 ||||||  ||
 * Uses Language to Describe || Describes events, pictures, activities thoroughly and easily for listener. || Describes events, pictures, activities with some details, but leaves out critical information that makes it difficult for the listener. || Describes events, pictures, activities with a few details, but leaves out much of the critical information that makes it difficult for the listener. || Cannot describe events, pictures, activities with any details/critical information which makes it very difficult for the listener. ||
 * Date Created: March 02, 2011 ||||||  ||

__Progress Notes for Communication: (please include date)__
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