Texas Focus Professional Pre-Conference

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

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?

• 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

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

Career Education

• Iowa ECC Resource Guide http://www.iowa.gov/educate/content/view/576/1083/1/1/

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)

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: _________________________
         

Other educational information needed for programming:

Comments:

ECC Lesson Plan 2

Performance Planning Worksheet

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
      

Self-Determination