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3.  All students in grades K, 1, 2, 3, 6, 9, ungraded, all newly admitted students, and all students referred are given hearing screenings by the school nurse. When a student fails a hearing screening, the nurse sends an M117 referral form home to the parent, referring the student for an audiological evaluation. o Parents often obtain a hearing test on their own.  When a hearing loss is diagnosed by an audiologist, the Audiological Report with audiogram is sent to the School Nurse and Hearing Therapist (also called a Teacher of the Deaf/Hard of Hearing).  After review by the Hearing Therapist, a Permission to Evaluate (PTE) is issued. 2

4.  Reviews audiogram to determine level of hearing loss  Provides support to Special Education Liaison (SEL) and school based staff in issuing the Permission to Evaluate (PTE)  Is responsible for coordinating services with consulting audiologist and outside agencies  Participates in preparation of Evaluation Reports (ERs) and Individualized Education Programs (IEPs) 3

5.  Program placement is based upon the need to provide a Free, Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). A range of options continues to be the most effective approach and is part of Pa., Chapter 14, special education law. 4

6. Itinerant – up to 20% of the School Day ◦ The content of a therapy session is driven by the IEP and is delivered directly by the Hearing Therapist in the child’s neighborhood school. ◦ Session focus is on the basics of all hearing support service: - language development, speech development, speech reading skills, auditory training ◦ The therapist encourages any and all skills that enable success in curricular areas: -academic skills, care and maintenance of amplification equipment, self-advocacy, social emotional needs 5

7. Supplemental - 20% to 40% of the School Day  Formerly known as The Resource Room Program  These programs support the needs of Deaf/Hard of Hearing (D/HH) students who are assigned to regular grade classes and receive direct (pull-out) instruction on a daily basis from a Hearing Therapist.  These programs are auditory-oral programs; the child does not typically have a sign language interpreter.  This teacher addresses each student's listening, speech, language and academic needs as well as technology needs and specially designed instruction throughout the school day. 6

8. Supplemental - Classroom Programs – More than 40% of the School Day  All of our classroom programs are simultaneous communication programs (taught using spoken language and sign language at the same time.)  Each program is staffed by Teachers of the Deaf/Hard of Hearing (also called Hearing Therapists), registered interpreters and classroom assistants who are sign competent.  The language, speech, audition and amplification needs of the students at our middle and elementary schools are additionally supported by itinerant hearing therapists as appropriate. 7

9. Full-Time Deaf or Hard of Hearing Support All of our School District of Philadelphia (SDP) classroom programs are Supplemental Level Programs. Full-Time placement is available in an Approved Private School (APS). APS placement is recommended when a student needs a program of Hearing Support that cannot be provided by the School District of Philadelphia. 8

10.  The Process for determining the need for Interpreter Support is part of the evaluation process. Interpreter Support is a related service on the IEP and is provided as recommended by the team. 9