Texas Focus 2007

The World on a String:

Connecting through the

Expanded Core Curriculum

Texas Focus Professional Pre-Conference

Effective Instruction Continuum for the ECC

Karen E. Blankenship

Effective Instruction Continuum for the ECC

Texas Focus

June 18, 2007

Karen E. Blankenship

Metacognition Prompt

With a partner rate (1-5) the following 2 statements

The field as a whole understands and values instruction in the ECC content areas (1= no understanding or value and 5= extremely high understanding and value)

The field as a whole is providing quality instruction in the ECC content areas (1= never and 5=always)

Opinion/Proof

There is no difference between assessment and evaluation

Assessment and evaluation are both required by federal and state regulations.

Instruction in the ECC content areas is impossible in the NCLB era.

The ninth area of the ECC is the most important.

Effective Instructional Practice

Assessment

Programming

Instruction

Evaluation

Assessment

FVA

LMA

Other Educational Assessments

ECC content areas assessments

Programming

ECC Needs Assessment

ECC Assessment Protocol

ECC Action Plan

Measurable goals documented on the ARD/IEP

Performance Monitoring

Progress Monitoring

Mastery Monitoring

Performance Monitoring

Systematic & frequent measure of a consistent behavior or sub-skill

Defined intervention

Analysis of performance over time

Evaluate effectiveness of intervention

Change intervention to improve performance

Why monitor performance?

IDEA ’04 requires it

Sec. 1414(d)(1)(A)(i)(lll)

Intervention effectiveness isn’t proven

Instructors must change intervention if student performance isn’t improving

To know how close you are to the goal

Performance Monitoring

IS:

A tool to determine progress toward a goal

A visual display of the data

IS NOT:

An evaluation: although it begins with an assessment/evaluation

An intervention

Simply a chart of numbers

Components of Performance Monitoring

ECC Assessment and possible task analysis

IEP team (with information from your ECC Assessment Protocol) identifies a student need

Define a specific behavior

Define a current level of functioning

Define a measurement strategy

Write a goal & select criteria

Create a chart and begin instruction

Define a decision making plan

Collect data and chart

Systematically review data (review with team on infused goals)

Make intervention changes if needed

Re-assess and report progress

IEP team

Instruction

Choose or design curriculum

ECC Lesson Plan

Research/evidence based instructional strategies

Rigor and Relevance

How to make and intervention change

On-going probes for instruction

Mastery Monitoring

Research/evidence based instructional strategies

Marzano

Explicit Teaching (Kavale, 2005)

Self-monitoring

Reinforcement

Self-questioning

Strategy instruction

Feedback

Direct instruction

Repeated reading

Peer mediation and tutoring

Rigor and Relevance

Acquisition

Application

Assimilation

Adaptation

The highest level of learning requires that students be able to decide when to use the skill and apply in a variety of environments

AT & Technology

Iowa ECC Resource Guide

Career Education

Iowa ECC Resource Guide

Communication Skills

Compensatory

Assessment Kit-TSBVI

ABLES

BRI

Independent Living

Assessment and Ongoing Evaluation: Independent Living- TSBVI

Brigance

Recreation & Leisure

Assessment and Ongoing Evaluation: Independent Living- TSBVI

Self-Determination

Assessment and Ongoing Evaluation: Independent Living- TSBVI

AIR-Self-Determination:

Social Interaction

Assessment and Ongoing Evaluation: Independent Living- TSBVI

Visual Efficiency

Iowa ECC Resource Guide:

Afternoon Work

Review interviews

Revisit resources

Complete instructional plan

Complete lesson plan

Report to large group

Next Steps

Resources

Iowa ECC Procedures Manual

Iowa ECC Resource Guide

Progress Monitoring for Students with Visual Impairment

Project CRISS

Classroom & Schools that Work- Marzano (2005)

Proof/Opinion

Effective Instruction in the ECC Content Areas

Opinion / Proof

Power Notes

Power Point Presentation: ___Effective Instruction in the ECC Content Areas

  1. Main Idea or topic: ______
  2. Subtopic: ______
  3. Detail: ______
  4. Detail: ______
  5. Detail: ______
  6. Main Idea or Topic: ______
  7. Subtopic: ______
  8. Detail: ______
  9. Detail: ______
  10. Detail: ______
  11. Main Idea or Topic: ______
  12. Subtopic: ______
  13. Detail: ______
  14. Detail: ______
  15. Detail: ______

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2007 Texas Focus Professional Pre-Conference

Instructional Plan

Student Name:Date:

Describe ECC areas of strength:

Describe ECC areas of need:

ECC Priority Areas:

Priority Area / Assessment Tools / Possible Partners / NLE / Time/ Intensity / Data collection methods

Other educational information needed for programming:

Needed educational data / Purpose / Who will administer

Comments:

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2007 Texas Focus Professional Pre-Conference

ECC Lesson Plan 2

Performance Planning Worksheet

Student: ______

  1. Defining focus of instructional unit-
  2. What ECC areas were identified for instruction? ______
  3. Sub-skills identified by the ECC Assessment Protocol: ______
  4. NLE: ______
  5. Time needed: ______
  6. Standards and instructional priorities-
  7. What are the related state standards and grade level expectancies?
  8. What age/grade level does the ECC Assessment Protocol document? ____
  9. Is this standard tested on DWA or AA? Y N
  10. Competencies: Expected levels of student knowledge and performance:
  11. What does student need to know and be able to do?
  12. Circle the level of rigor/relevance
  13. Acquisition
  14. Application
  15. Assimilation
  16. Adaptation
  17. What is the expected student work to demonstrate instructional outcome?
  18. Define required content knowledge:
  19. List essential questions/concepts
  20. Design assessment and instruction together?
  21. Standard Test
  22. Constructed Response
  23. Product Performance
  24. Portfolio
  25. Interview
  26. Self-reflection


Rigor/Relevance Framework

Self-Determination
Quadrant C Assimilation / Quadrant D Adaptation
  • Role play self-advocacy situations
  • Present workshop on eye condition to classroom
  • Have student lead IEP Team meeting
  • Have student contrast assertiveness/aggressiveness
  • Have student create an electronic portfolio that is updated each year for the next environment
  • Have student participate in mock interviews for next environment
  • Create portfolio for next environment
/
  • Have student present portfolio to post secondary educational placement
  • Have student develop guidelines for others to use in leading the IEP Team meeting
  • Have student keep data on how often they ask/refuse assistance and in what circumstances
  • Have student present on self-determination at a conference/workshop

Quadrant A Acquisition / Quadrant B Application
  • Discuss student strengths and preferences
  • Brainstorm meaning of self-determination
  • Discuss self-advocacy
  • Read about student’s eye condition
  • Review the law and personal rights for students with a disability
  • Discuss how to lead an IEP
/
  • Create an “All about Me” book
  • Create a medical/ educational report for classroom teachers
  • Create a power point presentation on eye condition
  • Have student plan for leading his/her IEP team meeting

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2007 Texas Focus Professional Pre-Conference