Common Planner
K–12 Standards

Self-Determination & Advocacy: Early Gr. 3-5

Other Pennsylvania The Pennsylvania Expanded Core Competencies: for Students Who Are Deaf or Hard of Hearing sets

SELF-DETERMINATION: MAKING CHOICES BASED ON SELF-INTERESTSSDA.1

  • 1

    Expresses personal strengths and needsSDA.1.E1

  • 2

    Independently identifies possible choices in open-ended situationsSDA.1.E2

  • 3

    Understands and communicates consequences of decisionsSDA.1.E3

  • 4

    Makes choices that have positive outcomes for self and othersSDA.1.E4

  • 5

    Demonstrates age-appropriate responsibility for self-careSDA.1.E5

  • 6

    Talks about differences in hearing with peers, deaf/hard of hearing mentors, and others to broaden one's perspectivesSDA.1.E6

  • 7

    Explains one's communication needs as reflected on personal Communication PlanSDA.1.E7

  • 8

    Introduces self at the IEP meeting, expresses their own personal goals, e.g. "When I grow up..."SDA.1.E8

  • 9

    Understands IEP goals, as appropriate for one's developmental levelSDA.1.E9

SELF ADVOCACY: FEELING EMPOWEREDSDA.2

  • 1

    Demonstrates positive attitude toward self as a unique person with different hearing levelsSDA.2.E1

  • 2

    Practices self-advocacy with adult support, i.e. introduces self to staff and identifies one's communication needs, knows school routines, etc.SDA.2.E2

  • 3

    Identifies the full names and roles of school staff who have knowledge related to hearing lossSDA.2.E3

  • 4

    Knows how to obtain emergency help (e.g. texting 911 for medical or fire emergency)SDA.2.E4

  • 5

    Demonstrates, with visuals, where one's hearing falls on the range of hearing abilitiesSDA.2.E5

  • 6

    Understands one's individual differences in comparison to others'SDA.2.E6

  • 7

    Asks for assisstance to access and troubleshoot communication, e.g. HAT, seating, interpreter, etc. accommodations, as neededSDA.2.E7

  • 8

    Maintains own hearing assistive devices, as appropriate, e.g. batteries, cleaning, putting awaySDA.2.E8

  • 9

    Explains the differences and similarities in access and communication across the range of hearing abilities to others, who may have limited understanding on the subjectSDA.2.E9

  • 10

    Identifies descriptors often assigned to individuals w/HL e.g. Deaf, DeafBlind, hard of hearing, unilateral loss, etc.SDA.2.E10

  • 11

    Knows that individuals with limited hearing are capable of major accomplishmentsSDA.2.E11

  • 12

    Demonstrates basic understanding of one's personal Communication PlanSDA.2.E12

  • 13

    Understands appropriate accommodations for school as indicated on one's IEPSDA.2.E13

ADVOCACY IN THE COMMUNITYSDA.3

  • 1

    Demonstrates how to contact 911 for medical or fire emergencySDA.3.E1

  • 2

    Makes known their desire to participate in community activities and helps to identify needed accommodations for communication access (e.g. sports, scouts, clubs, etc.)SDA.3.E2

  • 3

    Knows how to access captions and HAT in theaters, churches, etc.SDA.3.E3

INTERCULTURAL COMPETENCESDA.4

  • 1

    Identifies similarities and differences between heairng aids and cochlear implants and factors involved in choicesSDA.4.E1

  • 2

    Describes aspects of cultures and communities (hearing, hard of hearing, Deaf) that include individuals with different hearing abilities and modes of communicationSDA.4.E2

  • 3

    Understands one's mode of communication may vary based on hearing levels and on specific circumstancesSDA.4.E3

  • 4

    Begins to identify similarities/differences between self and others on the spectrum of hearing abilitiesSDA.4.E4

PROFICIENT USE OF ACCOMMODATIONS AND AUXILIARY SERVICESSDA.5

  • 1

    Independently utilizes an interpreter, HAT and/or other accommodations in instructional settingsSDA.5.E1

  • 2

    Demonstrates how to utilize an interpreter, HAT, and other accommodations in non-instructional situations, e.g. peer interactions, extra-curricular activities, adult interactionsSDA.5.E2

  • 3

    Develops a language base (English/ASL) to use a sign language interpreter, CART, written words, etc. at age-appropriate levelsSDA.5.E3

  • 4

    Demonstrates age-appropriate attention to speaker, interpreter, or other source of information to enhance accessSDA.5.E4

  • 5

    Explains consequences of one's choicesSDA.5.E5

Frequently asked questions

What grade levels do these standards cover?
Grade 3, Grade 4, and Grade 5
Where can I read the official document?
Self-Determination & Advocacy: Early Gr. 3-5

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