Texas Focus Professional Pre-Conference



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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


kareneye@mchsi.com

Effective Instruction Continuum for the ECC

Texas Focus

June 18, 2007

Karen E. Blankenship

kareneye@mchsi.com



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?

  • 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

  • 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

  • http://www.iowa.gov/educate/content/view/576/1083/1/1/

Career Education

Communication Skills

  • http://www.communicationmatrix.org/en/whyonline.php

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: http://ww.sdtac.uncc.edu/air.pdf




Social Interaction

  • Assessment and Ongoing Evaluation: Independent Living- TSBVI




Visual Efficiency

  • Iowa ECC Resource Guide:

  • http://www.iowa.gov/educate/content/view/576/1083/1/1/




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

  • http://www.iowa.gov/educate/content/view/576/1083/1/1/

  • 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: ________________________

    1. Subtopic: _______________________

      1. Detail: ____________________

      2. Detail: ______________________

      3. Detail: _________________________

  2. Main Idea or Topic: __________________________

    1. Subtopic: _______________________

      1. Detail: ____________________

      2. Detail: ______________________

      3. Detail: _________________________

  3. Main Idea or Topic: __________________________

    1. Subtopic: _______________________

      1. Detail: ____________________

      2. Detail: ______________________

      3. Detail: _________________________

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:

ECC Lesson Plan 2

Performance Planning Worksheet



Student: ____________________

  1. Defining focus of instructional unit-

    1. What ECC areas were identified for instruction? ________________

    2. Sub-skills identified by the ECC Assessment Protocol: ___________________________

    3. NLE: ____________________________

    4. Time needed: ________________________

  2. Standards and instructional priorities-

    1. What are the related state standards and grade level expectancies?

    2. What age/grade level does the ECC Assessment Protocol document? ____

    3. Is this standard tested on DWA or AA? Y N

  3. Competencies: Expected levels of student knowledge and performance:

    1. What does student need to know and be able to do?

    2. Circle the level of rigor/relevance

      1. Acquisition

      2. A
        2007 Texas Focus – Professional Pre-Conference 10
        pplication

      3. Assimilation

      4. Adaptation

  4. What is the expected student work to demonstrate instructional outcome?

  5. Define required content knowledge:

  6. List essential questions/concepts

  7. Design assessment and instruction together?

    1. Standard Test

    2. Constructed Response

    3. Product Performance

    4. Portfolio

    5. Interview

    6. Self-reflection


2007 Texas Focus – Professional Pre-Conference 11

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


2007 Texas Focus – Professional Pre-Conference 12



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