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Mini-Lessons for Teachers

The IEP Mini-Lessons are intended to prepare educators and school administrators on how to use the IEP Discussion Guide in the best way possible. Each mini-lesson covers a chapter in the IEP Discussion Guide.

Special thanks to Ann Mayes for her hard work in drafting the mini-lessons. The mini-lessons are being distributed jointly by the Minnesota Commission of the Deaf, DeafBlind & Hard of Hearing (MNCDHH) and the Minnesota Department of Education.

There are 9 lessons in total.

Each mini-lesson is expected to take 5-8 minutes of your time. Teacher licensure renewal clock hours will be offered upon completion of a final evaluation.

If teachers wish to earn licensure renewal clock hours, they will need to complete viewing of mini-lessons and demonstrate application of skills to show changes on IEPs that include PLAAFPs, goals, and objectives that are language- and communication-focused for students who are deaf and hard of hearing.   De-identified (removing all identifying information of students, teachers, and districts) IEPs should be shared and rewriting of IEP PLAAFPs, goals, objectives and updated adaptations for the same student(s) should be emailed to Anna Paulson ( who will grade and then assign CEUs for each IEP completed. Teachers may earn up to 5 CEUs per IEP.

Lesson #3: What Specific Data is Available

What specific data is available regarding the student’s present level of communication access and skills, academic skills and social language, keeping in mind the student’s exposure and immersion in an environment that provides complete auditory and/or visual access? Language is complex and encompasses many different aspects which must be comprehensively assessed and considered in order to determine a student’s skills.  It is also important to consider the evaluator’s own proficiency in American Sign Language (ASL) when assessing a student who uses ASL in the school setting.  A multi-method approach, with skilled evaluators, should be used to obtain as much information as possible regarding the different aspects of a student’s language proficiency to determine appropriate educational programming, placement, and instructional strategies. Review this section for resources in obtaining the appropriate data for an IEP.

Last Modified: 4/25/2018 Size: 56.2 Author: Ann Mayes Categories: Tags:
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