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 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 A tool to determine progress toward a goal A visual display of the data 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 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 Instruction Choose or design curriculum ECC Lesson Plan Research/evidence based instructional strategies Rigor and Relevance On-going probes for instruction 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 -
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
Power Notes
Power Point Presentation: ___Effective Instruction in the ECC Content Areas
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Main Idea or topic: ________________________
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Subtopic: _______________________
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Detail: ____________________
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Detail: _________________________
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Main Idea or Topic: __________________________
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Subtopic: _______________________
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Detail: ____________________
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Main Idea or Topic: __________________________
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Subtopic: _______________________
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Detail: ____________________
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Detail: _________________________
Instructional Plan
Student Name: Date:
Describe ECC areas of strength:
Describe ECC areas of need:
ECC Priority Areas:
Priority Area
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Assessment Tools
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Possible Partners
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NLE
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Time/ Intensity
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Data collection methods
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Other educational information needed for programming:
Needed educational data
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Purpose
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Who will administer
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Comments:
ECC Lesson Plan 2
Performance Planning Worksheet
Student: ____________________
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Defining focus of instructional unit-
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What ECC areas were identified for instruction? ________________
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Sub-skills identified by the ECC Assessment Protocol: ___________________________
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NLE: ____________________________
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Time needed: ________________________
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Standards and instructional priorities-
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What are the related state standards and grade level expectancies?
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What age/grade level does the ECC Assessment Protocol document? ____
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Is this standard tested on DWA or AA? Y N
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Competencies: Expected levels of student knowledge and performance:
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What does student need to know and be able to do?
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Circle the level of rigor/relevance
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Acquisition
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A
2007 Texas Focus – Professional Pre-Conference 10
pplication
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Assimilation
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Adaptation
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What is the expected student work to demonstrate instructional outcome?
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Define required content knowledge:
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List essential questions/concepts
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Design assessment and instruction together?
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Standard Test
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Constructed Response
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Product Performance
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Portfolio
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Interview
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Self-reflection
2007 Texas Focus – Professional Pre-Conference 11
Rigor/Relevance Framework
Self-Determination
Quadrant C Assimilation
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Quadrant D Adaptation
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Role play self-advocacy situations
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Present workshop on eye condition to classroom
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Have student lead IEP Team meeting
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Have student contrast assertiveness/aggressiveness
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Have student create an electronic portfolio that is updated each year for the next environment
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Have student participate in mock interviews for next environment
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Create portfolio for next environment
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Have student present portfolio to post secondary educational placement
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Have student develop guidelines for others to use in leading the IEP Team meeting
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Have student keep data on how often they ask/refuse assistance and in what circumstances
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Have student present on self-determination at a conference/workshop
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Quadrant A Acquisition
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Quadrant B Application
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Discuss student strengths and preferences
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Brainstorm meaning of self-determination
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Discuss self-advocacy
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Read about student’s eye condition
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Review the law and personal rights for students with a disability
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Discuss how to lead an IEP
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Create an “All about Me” book
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Create a medical/ educational report for classroom teachers
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Create a power point presentation on eye condition
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Have student plan for leading his/her IEP team meeting
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2007 Texas Focus – Professional Pre-Conference 12
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