Introduction

The PIES Program (Parent Infant Education Services) represents 13 SELPAS operating Early Start Services in coordination with the Orange County Department of Education. The PIES Infant D/HH Committee, representing a wide range of Orange County Early Start partners, collaboratively identi�ed the need for professional development for in-service professionals supporting children ages birth to ages 5 and their families.

In preparation for developing a professional development series for Early Start professionals working with Deaf and Hard of Hearing (D/HH) children, a “Crosswalk” or matrix was developed to identify areas of interest for the D/HH professionals.

The Crosswalk was created in collaboration with California State University, Fullerton by comparing the California Commission on Credentialing (CCTC)D/HH Teaching Standards with the Listening and Spoken Language Domains set forth by the Alexander Graham Bell Academy for Listening and Spoken Language http://www.ctc.ca.gov/educator-prep/standards/Special-Education-Standards-2014.pdfhttp://www.agbell.org/AcademyDocument.aspx?id=541

Crosswalk Matrices:

Several matrices were developed to highlight areas of in which the LSLS and CCTC D/HH competencies appear to share content and knowledge. The major di�erence being that the LSLS have a narrow focus on audition only.

Matrix #1 provides another view of the CCTC standards and LSLS competencies. The matrix highlights the areas that share a commonality.

Design of the Professional Development

The Crosswalk helped identify competency areas that participants might want to further explore. The professional development series was created with the understanding that CCTC standards provide for comprehensive pre-service teacher training in and train highly quali�ed D/HH teachers. As teachers gain experience in the �eld, the professional development focused on in-service teacher support to reinforce the skills in our �eld.

The Professional Development was designed as a Professional Learning Community (PLC). PLCs are a way of working with educational professionals who continuously seek to �nd answers through inquiry to improve student learning and outcomes (Hu�man & Hipp, 2003)

Participants were engaged in hands on activities and participated in small group case study opportunities

Participant Feedback

Participants shared the following via anonymous workshop evaluations completed by participants

“Excellent! I have gain important information from each session”

“Thank you! The materials made in today's session can be used on Monday”

“I’m feeling more con�dent in “framing” the work I am already doing”

“I will continue to use the strategies with my students! Great refresher!”

“Love coming to these….so helpful for our unique �eld”

“The review of hearing devices was really helpful”

Future Activities

Collect 6-month post workshop series data on e�ectiveness of the professional development on classroom instruction and IEP e�ectiveness

Collect participant needs assessment for continued training

Develop a Professional Learning Community (PLC) for sustained support (Vescio, Ross, & Adams, 2008)

References

Hu�man, J. B., & Hipp, K. K. (2003). Reculturing schools as professional learning communities. Lanham, MD: Rowman & Little�eld.

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning.  Teaching and Teacher Education, 24(1), 80–91.

How E�ective Are the Workshops?

Qualitative data is being collected via

• Pre test conducted via on-site survey collection

• Post test conducted using Google Forms

Quantitative data is being collected via

• Post workshop evaluations

Pretest What do the initials LSLS stand for?

What is the di�erence between AVT and AV Ed?

Name the national organization that recognizes and oversees the LSLS Certi�cation? Name two of the nine LSLS Domains Auditory information processed in the brains___________ temporal lobe. Name Erber’s Levels of Auditory Functioning (4)

_______________________________________

_______________________________________

_______________________________________

_______________________________________ Letting children lead with OWL (Hanen 2011) 0 = W= L=

Name four strategies you can use when helping children develop spoken language?

_______________________________________

_______________________________________

_______________________________________

_______________________________________ Explain what ZPD stands for? (Vygotsky)

Why is understanding ZPD important for D/HH professionals to understand when working with parents and young children?

D/HH Teacher

SLP

Administrator

Audiologist

Psychologist

D/HH Professional Development Participants (N = 44)

Pre Test

Session 1 Session 2 Session 3

Pre Test vs. Post Test

(Sessions 4 and 5 have not been competed yet)

Session 4 Session 5

Post Test

120.00%

100.00%

80.00%

60.00%

40.00%

20.00%

0.00%

Workshop Agendas/Activities

Crosswalk: A Comparison of the Listening and Spoken Language Domains and the CaliforniaCommission on Teacher Credentially Deaf and Hard of Hearing Teaching Standards

Janice Myck-Wayne Ed.DAssociate Professor of Early Childhood Special Education

College of EducationCalifornia State University, Fullerton

Shawna Goldhammer M.SDeaf and Hard of Hearing Early Start

Professional Development Project CoordinatorOrange County Department of Education

Characteristics of Learners

Managing Student Behaviorand Social Interaction Skills

Transition and TransitionalPlanning

Collaborative Partnerships

Development of ProfessionalPerspectives

Candidate CommunicationSkills

Language and CognitiveDevelopment Strategies

Specialized Assessment

Instructional Techniques

Early Childhood Interventionand Education

Hearing Loss andAdditional Disabilities

Listening and Spoken Language Core CompetenciesCCTC D/HH Standards

Hearing andHearing

Technology

AuditoryFunctioning

SpokenCommunication

(SLP Skills)

ChildDevelopment

ParentGuidance,Education

and Support

Strategies forListening and

SpokenLanguage

Development

History,Philosophy

and Professional

Issues

Education(Auditoryskill focus)

EmergentLiteracy (Foracquisitionof literacythrough

auditory &language

skills)

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X X

X X

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X

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X X

Work sample of small group case study

Partipants

Participants sharing their vocal playbooks created during the session