Literacy SOP Pre/Post Self-Assessment(shortened version)

Directions: When considering your current level of understanding, mark each box as a strength or a need in the area of Pre-knowledge, Knowledge, Instruction or Integration. Think about all the students on your caseload from those students with severe additional disabilities to those students who are typically developing from birth to twenty-one years of age.

Strength = strongly confident in this area while providing instruction

Need = further professional development needed

Select your top 3 needs and prioritize them in the last column by marking the top need as 1, second as 2, and third as 3. You may also use this column for notes to remind you why you answered as you did as well as identifying areas of strength/passion.

**Please Note: The literacy standards of practice include classroom components of literacy that are the primary responsibility of LEA classroom teachers. Knowledge of these components will be used to support our students' literacy skills as we collaborate with staff.**

EBAE: English Braille American Edition – This is the current code that has been taught for years.
UEB: Unified English Braille – This is the new code adopted by BANA. Production of new Textbooks in UEB begins in January of 2016
Area
Braille Goal / Pre-knowledge
Needs resources to meet the knowledge standard. / Knowledge
Knows the components of writing an effective goal as it relates to the Iowa Core.
Including how to introduce UEB to a student who is already using EBAE (for both Reading & Writing)
Strength Need / Instruction
Writes an appropriate Braille goal based on assessments in the area(s) of need, monitors according to AEA expectations, creates a graph to monitor, and adjusts the goal using instructional phase changes, if needed.
Strength Need / Integration
Communicates with family, caregivers, LEA/AEA staff to integrate support of goal and goal progress during classroom activities.
Strength Need / Overall Needs, Strengths, & Additional Notes
Any certain level/type of student?
Area
Braille students—Considerations when to move from Grade 1 Braille to Grade 2 Braille in both UEB and EBAE
(for both reading and writing) / Pre-knowledge
Needs resources to meet the knowledge standard. / Knowledge
Knows grade 1 (uncontracted) and grade 2 (contracted) Braille in EBAE and UEB, including indicators for going between UEB and Nemeth code.
Knows what skills should be present in EBAE and UEB to move from grade 1 to grade 2.
Strength Need / Instruction
Provides instruction on appropriate grade of Braille based on assessment (i.e. ABLS and other appropriate assessments) of progression of student skills
Lesson plans and materials to address both UEB and EBAE (for all ages)
Strength Need / Integration
Communicates with family, caregivers, and LEA/AEA staff on progression of student skills in EBAE and UEB and how they can support learning at home, in the community, and in classroom activities.
Strength Need / Overall Needs, Strengths, & Additional Notes
Any certain level/type of student?
Note whether this is specific to UEB, EBAE, or both
Area
Braille Proficiency
in both UEB and EBAE (for both reading and writing) / Pre-knowledge
Needs resources to meet the knowledge standard. / Knowledge
Knows what Braille skills are needed at various grade levels.
Knows when to move back and forth between UEB and EBAE
Strength Need / Instruction
Provides instruction based on assessment (i.e. ABLS and other appropriate assessments) of Braille proficiency.
Lesson plans and materials address both UEB and EBAE (for all ages)
Strength Need / Integration
Communicates with family, caregivers, & LEA/AEA staff to integrate support of Braille proficiencies in EBAE and UEB during classroom activities, at home and in the community.
Supports the ordering of the student materials/textbooks/ daily work in the appropriate code based on student needs.
Strength Need / Overall Needs, Strengths, & Additional Notes
Any certain level/type of student?
Note whether this is specific to UEB, EBAE, or both
Area
Note Takers & Portable Devices / Pre-knowledge
Needs resources to meet the knowledge standard. / Knowledge
Knows what assistive devices (slate & stylus, note taker, Perkins Braille Writer, etc.) are available and what skills are needed to participate in the general education curriculum.
Conducts assessment to determine assistive technology appropriate to best meet student need.
Understand need to change settings for UEB & EBAE
Strength Need / Instruction
Provides instruction based on skills needed for student to participate in current and future environments to the fullest extent, including post-secondary and/or work environments.
Knows how to switch between UEB & EBAE settings for reading, writing and importing documents.
Knows what materials can and can’t be switched between EBAE & UEB.
Strength Need / Integration
Communicates with family, caregivers, & LEA/AEA staff to integrate support of assistive technology proficiencies during classroom activities, at home and in the community.
Strength Need / Overall Needs, Strengths, & Additional Notes
Any certain level/type of student?
Area
Braille Translation Software (MegaDots, Duxbury, Tiger, Braille 2000, etc.) / Pre-knowledge
Needs resources to meet the knowledge standard. / Knowledge
Knows how to use braille translation software to translate print into Braille code.
CAN EXPLAIN TO AN ADMINISTRATOR OR IEP TEAM WHY IT IS NECESSARY TO SWITCH FROM MEGADOTS TO DUXBURY FOR PRODUCTION OF UEB
Strength Need / Instruction
Teaches students how to articulate to para-educators or teachers when something is not showing up correctly in Braille code.
Including UEB in Duxbury or Tiger.
Strength Need / Integration
Facilitates and supports instruction of para-educators in the use of Braille translation software and/or Braille-related technology. If necessary, reviews Braille translation by LEA/AEA staff to minimize errors.
Including UEB in Duxbury or Tiger.
Strength Need / Overall Needs, Strengths, & Additional Notes
Any certain level/type of student?
Area
Writing / Pre-knowledge
Needs resources to meet the knowledge standard. / Knowledge
Knowledge of assessments necessary to determine appropriate writing tools (FVA/LMA, assistive technology assessment).
Knowledge of tool/technology(ies) available (i.e. technology – see Notetakers and Portable devices section), iPad, CCTV, etc.
Knowledge of skills necessary to operate specified technology (ies).
Strength Need / Instruction
Provides instruction in correct operation of the writing devices specified.
Provides instruction including opportunities for use of writing devices.
Analyze writing to scaffold instruction for further writing in UEB and EBAE and switching between the two.
Strength Need / Integration
Communicates with family, caregivers & AEA/LEA staff to integrate student’s writing devices into daily activities at home, in school, and in the community
Strength Need / Overall Needs, Strengths, & Additional Notes
Any certain level/type of student?