# data[].attributes.headline
1. Choose a rubric with skills that your student might need. Choose a specific skill area, subskills, etc. and write some questions that you might ask about your student's present performance of these skills. 

# data[].attributes.subject
1. Choose a rubric with skills that your student might need. Choose a specific skill area, subskills, etc. and write some questions that you might ask about your student's present performance of these skills. 

# data[].attributes.body
"What communication repair strategies does X use consistently in group work"?

# data[].attributes.headline
1.A What assessments (formal or informal) might you use to find the answers to your previous questions? 

# data[].attributes.subject
1.A What assessments (formal or informal) might you use to find the answers to your previous questions? 

# data[].attributes.body
Use the SCRIPT (Student Communication Repair Inventory) from Karen Anderson.

Collect data on the use of specific skills during a formal observation of group work.

# data[].attributes.headline
All subskills are divided into age/grade level bands for ease of use only.

# data[].attributes.subject
All subskills are divided into age/grade level bands for ease of use only.

# data[].attributes.headline
Communication – American Sign Language Skills (ASL)  **

# data[].attributes.subject
Communication – American Sign Language Skills (ASL)  **

# data[].attributes.headline
Communication Listening and Spoken Language Skills LSL

# data[].attributes.subject
Communication Listening and Spoken Language Skills LSL

# data[].attributes.body
Benchmark is to learn LSL skills by the end of 1st grade (comparable with hearing peers). If not, consider additional input, e.g., a visual language (ASL).

# data[].attributes.body
- Definitions in the rubric's introduction
- Includes Deaf culture

# data[].attributes.headline
        Self Determination & Advocacy Subskills

# data[].attributes.subject
        Self Determination & Advocacy Subskills

# data[].attributes.body
Includes "growth mindset" and executive functioning

# data[].attributes.body
- Technology and devices change constantly; justification for audiologist and AT consultant on IEP team
- Connectivity, compatibility, feature match
- Visual communication with technology

# data[].attributes.headline
Access to general curriculum for students who are deaf or hard of hearing......(finish the definition from the Introduction)

# data[].attributes.subject
Access to general curriculum for students who are deaf or hard of hearing......(finish the definition from the Introduction)

# data[].attributes.headline
Introduction of each rubric for professional language, explanation of columns

# data[].attributes.subject
Introduction of each rubric for professional language, explanation of columns

# data[].attributes.body
Repetition across age bands within a rubric and across rubrics in some cases; same skill but requiring more sophistication with age.

# data[].attributes.headline
Hyperlinks serve as scaffolding, consistency and as the bibliography

# data[].attributes.subject
Hyperlinks serve as scaffolding, consistency and as the bibliography

# data[].attributes.body
Additional teacher references, background information, glossaries, Youtube videos for ASL, mentor texts for ALD, book titles with ASL interpretation

# data[].attributes.body
Including general education assessments that can be used for diagnostic purposes with students who are deaf or hard of hearing.

# data[].attributes.headline
Report needs in the PLAAFP, as SDI, Goals, &/or Related Services in the IEP

# data[].attributes.subject
Report needs in the PLAAFP, as SDI, Goals, &/or Related Services in the IEP

# data[].attributes.headline
Monitor progress with task analyses for specific skills or clusters of skills

# data[].attributes.subject
Monitor progress with task analyses for specific skills or clusters of skills

# data[].attributes.headline
How might parents and other IEP team members use the PA ECC website?

# data[].attributes.subject
How might parents and other IEP team members use the PA ECC website?

# data[].attributes.headline
2. From assessment results, identify strengths and needs re: communication repair strategies for the PLAAFP. 

# data[].attributes.subject
2. From assessment results, identify strengths and needs re: communication repair strategies for the PLAAFP. 

# data[].attributes.headline
3. Write a possible IEP goal for these needs, which could be progress monitored. 

# data[].attributes.subject
3. Write a possible IEP goal for these needs, which could be progress monitored. 

# data[].attributes.body
Use the ECC subskills as teaching objectives while working on the goal.

# data[].attributes.body
While some students learn the ECC content incidentally, the concepts and related vocabulary tend to be abstract, thus calling for consideration of direct instruction to improve understanding and application. Hands-on experiences and direct instruction provide necessary content that might not be acquired through classroom studies or observation only.