Official Site of The State of New Jersey
End of Year Report - Language Development Ratings for Preschool Children
The following data regarding the language development of children ages three to five years who are Deaf or hard of hearing and have Individualized Education Programs (IEPs) includes those who might have recently been identified or just begun receiving accessible linguistic interventions, are English language learners, or have a disability in addition to being Deaf or hard of hearing. Those factors may significantly impact the rating the child received on this rating scale. These data do not include preschool children who are Deaf or hard of hearing that do not have IEPs.
The Language Acquisition Rating Scale for Preschool-Aged Children who are Deaf or Hard of Hearing is intended to be completed in consultation with all members of the team working with the child, including parents, and based on multiple sources of information such as observations, interviews, and assessments.
The Language Acquisition Rating Scale for Preschool-Aged Children who are Deaf or Hard of Hearing can be found on the New Jersey Department of Education website.
| Language Acquisition Rating | % Students Within a Rating | Description |
|---|---|---|
| Age-Appropriate or Above | 16.67% | The child demonstrates age-appropriate receptive and expressive language development in English (or home language) and/or American Sign Language (ASL) across all settings to include social, functional, and academic communication. No concerns are currently noted by any team members. Careful monitoring should continue. |
| Approaching Age-Appropriate | 26.92% | The child’s receptive and expressive language, in English (or home language) and/or ASL, may be unevenly developed but is generally within range of peers across all settings to include social, functional, and academic communication. Some concerns have been noted by any team member; however, the language gap between the child and peer is closing. |
| Below Age-Level Expectations | 28.21% | The child’s receptive and expressive language, in English (or home language) and/or ASL, is less developed than same-age peers across all settings to include social, functional, and academic communication. Concerns have been noted by team members. |
| Significantly Below Age-Level Expectations | 28.21% | The child’s receptive and expressive language, in English (or home language) and/or ASL, is significantly less developed than same-age peers across all settings to include social, functional, and academic communication. Significant concerns have been noted by team members. |
| Language Acquisition Rating | % Students Within a Rating | Description |
|---|---|---|
| Age-Appropriate or Above | 19.05% | The child demonstrates age-appropriate receptive and expressive language development in English (or home language) and/or American Sign Language (ASL) across all settings to include social, functional, and academic communication. No concerns are currently noted by any team members. Careful monitoring should continue. |
| Approaching Age-Appropriate | 25.50% | The child’s receptive and expressive language, in English (or home language) and/or ASL, may be unevenly developed but is generally within range of peers across all settings to include social, functional, and academic communication. Some concerns have been noted by any team member; however, the language gap between the child and peer is closing. |
| Below Age-Level Expectations | 25.39% | The child’s receptive and expressive language, in English (or home language) and/or ASL, is less developed than same-age peers across all settings to include social, functional, and academic communication. Concerns have been noted by team members. |
| Significantly Below Age-Level Expectations | 30.16% | The child’s receptive and expressive language, in English (or home language) and/or ASL, is significantly less developed than same-age peers across all settings to include social, functional, and academic communication. Significant concerns have been noted by team members. |
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