effective instructional continuum for the ecc

1

Effective Instructional Continuum for the ECC

HELIX CONFERENCE

KAREN E. BLANKENSHIP, PH.D.

K A R E N @ Q P V I . C O M

KWLK what you know about an effective instructional continuum for the ECC?

W what you want to know about an effective instructional continuum for the ECC?

KAREN BLANKENSHIP, 2017 2

2

Effective Instructional Continuum

Improved Student

Outcomes

Assessment

Program Planning

(IEP)

Effective Instruction

Ongoing Evaluation


Assessment vs. EvaluationAssessment is the measurable process of documenting the student’s knowledge, skills, attitudes, and beliefs

Evaluation is the measure of a student’s learning and the effectiveness of your instruction


3

Essential Assessment1. FVA

2. LMA

3. ECC


RIOT ModelReview of records

◦ Medical

◦ Educational

Interviews

◦ Families

◦ Students

◦ Education personnel


4

RIOT Model continuedObservations◦ Home◦ Community◦ Classroom◦ Lunchroom◦ Play ground◦ Computer lab

Testing◦ Formal◦ Informal


Assessment◦ Impact of VI on Educational Progress

◦ FVLMA & BRI

◦ Access to the general curriculum

◦ Access to the visual environment

◦ Literacy/learning media

◦ Accommodations

◦ Instruction

◦ Academic

◦ Functional (ECC)


5

AssessmentGuiding Principles◦ Everything begins with assessment◦ Routine based for students with significant disabilities◦ Always include families and give them a prominent voice◦ Adhere to RIOT model◦ Different protocols, tools and strategies for varying age, acuity,

and ability levels◦ Collaborative Effort◦ Valid and reliable for students with VI◦ Conducted over numerous days with various times of the day

and environments◦ Family-centered and routine based for Birth-5


RubricsAuthentic assessment tool used to measure professional’s performance

Scoring guide that seeks to evaluate a professional’s performance based on the sum of a full range of criteria rather than a single numerical score

Working guide for teachers to critically think about their work


6

RubricsAdvantages◦ Improve professional’s performance by clearly showing

how their work will be evaluated and what is expected

◦ Allows assessments to be more objective and consistent

◦ Forces the teacher to clarify his/her criteria in specific terms

◦ Provides useful feedback on assessment


Types of Rubrics 1. Holistic (content)

2. Analytic (quality)

Marzano states that there are two kinds of rubrics◦ Informational (content)

◦ Process and skills (quality)


7


Student Outcomes

Assessment

Program Planning

(IEP)


Ongoing Evaluation


IDEA 2004Individualized Education Programs (IEPs)◦ Written statement of the child’s present levels of

academic achievement and functional performance (ECC)

◦ How disability affects child’s involvement in general education curriculum

◦ Statement of measureable goals (academic & functional)

◦ Progress in general education

◦ Other educational needs as a result of disability (ECC)


8

Individualized Education Programs (IEPs)

Statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable To advance toward attaining annual goals

Involved in and make progress in general education

Educated and participate with non-disabled peers

Appropriate accommodations for participating in state or DWA


Individualized Education Programs (IEPs)Projected date of beginning and ending of services and accommodations needed◦ Transition services

◦ 14-16 years of age

◦ Measurable PS goals based upon transition assessments related to training, education, employment, and ILS

◦ Services and courses of study needed

◦ Transfer of rights at age 18


9

Development, Review, and Revision of IEP

Development◦ Academic, developmental, and functional needs

◦ Consideration of special factors

◦ Behavior

◦ ELL

◦ Braille

◦ Communication

◦ AT


Program Planning◦ Access to general education◦ Amount of time

◦ Braille Literacy Service Guidelines◦ Braille Literacy Service Guidelines.doc

◦ LV Literacy Service Guidelines◦ LV Literacy Service Guidelines.doc

◦ Type of service◦ Intensity and duration◦ Natural learning environment

◦ IEP◦ Measurable goals

◦ Measureable goal matrix◦ measureable goal matrix.doc

◦ Benchmarks ◦ Multiple Measures (IEP)

◦ Common Core, State or District Standards


Braille Literacy Service Guidelines.doc

LV Literacy Service Guidelines.doc

measureable goal matrix.doc

10


Student Outcomes

Assessment

Program Planning

(IEP)


Ongoing Evaluation


Quote“The ECC allows persons who are blind or visually impaired the opportunity to be equal and the right to be different”

Phil Hatlen, 1996


11

ECCRequired additional areas of learning necessary for positive adult outcomes. Experiences and concepts casually and incidentally learned by sighted students. These skills must be systematically and sequentially taught to students who are blind or visually impaired. It has been called many things over the years such as specialized, unique, and disability-specific. References to grooming skills date back to 1892. The need for social interaction skills appeared in literature in 1929 and again in 1948. Between 1953 and 1975, more than two dozen books and articles were written about daily living skills and visually impaired students.


ECC Content Areas1. Assistive Technology/

Technology

2. Career Education, including transition

3. Compensatory or Access Skills, including braille and communication

4. Independent Living

5. Orientation & Mobility

6. Recreation & Leisure

7. Self-Determination

8. Sensory Efficiency

9. Social InteractionExpanded Core Curriculum Overview.doc


Expanded Core Curriculum Overview.doc

12

Delivery of the ECCThe skills included in the ECC are essential for positive adult outcomes. They require time to teach and the need for them does not diminish with age or competency. At this time no single simple method assures students of accessing both the general education and the ECC. The TVI and OMS should be responsible for the assessment, instruction, and evaluation of the ECC. The educator needs to teach the necessary skills and knowledge or to facilitate their teaching by using other community resources.


ECC Essential Assessments (cont.)◦ ECC priority areas

◦ ECC screening tool

◦ ECC ScreeningTool1.doc

◦ Region 10 Screening Tool

◦ Other educational areas

◦ Key math

◦ Brigance

◦ Conducting an Essential Assessment outline.docx


ECC Needs Assessment Tool1.doc

Region 10 screening tool.pdf

Conducting an Essential Assessment outline.docx

13

Assessment Data Drives Instruction


Conduct screening

with all Team Members

Team identifies 2-3 priority areas

for assessment

Conduct a criterion-

referenced assessment

InstructionAssessment data drives instruction

Quality Unit Plan (long range)◦ Lessons

◦ Measureable learning objectives

Valid curriculum

Research-based instructional strategies

Amount of time needed to meet learning goals

Evaluation and ongoing probes required◦ Daily measures for instruction

◦ Weekly probes for IEP goal


14

InstructionHow to implement research-based instructional strategies to meet measurable IEP goals◦ Explicit instruction

◦ Evidence based practices

◦ Research-based instructional strategies

◦ Peer tutoring

◦ Repeated readings

◦ Use of graphic organizers

◦ Use of KWLs◦ Rigor & relevance

◦ Marzano’s new learning taxonomy

◦ Curriculum-based measures


New TaxonomyDeparture from Bloom’s taxonomy (framework) that has been used since the 1950’s

Presents a model or theory of human thought that allows for prediction of phenomena

Hierarchical system of thought that has both a flow of information and level of consciousness

2 dimensional model with 6 categories of mental processes represented by one dimension and 3 domains of knowledge represented by the other dimension


15

New Taxonomy3 Domains of Knowledge◦ Information

◦ Mental Procedures

◦ Psychomotor Procedures


Three Systems of ThinkingSelf-System-highest effect size on thought and knowledge gain (.74/ 27percentile)

Metacognitive System (.72/ 26 percentile)

Cognitive System (.55/ 21 percentile)


16

Self-SystemInteraction of attitudes, beliefs, and emotions◦ Determines if a student will engage or disengage in a

given task

◦ 4 constructs

Examining importance

Examining efficacy

Examining response

Examining overall motivation


Self SystemExamining importance◦ Is it important?

◦ Does it meet a basic need?

◦ Does it provide an attainment of a personal goal?

Examining efficacy◦ Do I have the resources, ability, or power to change a

situation?

◦ Low efficacy results in “learned helplessness”


17

Self SystemExamining response◦ Involved in every aspect of human behavior

◦ Analyzing the extent to which student has an emotional response to a given knowledge component

◦ Impacts motivation

Examining overall motivation◦ 3 Factors

◦ Perception of importance

◦ Perception of efficacy relative to learning

◦ One’s emotional response to knowledge component


Motivation

Importance Efficacy Emotional Response


Self System

18

Self System“ A fundamental goal of education is to equip students with self-regulatory capabilities that enable them to educate themselves. Self-directedness not only contributes to success in formal instruction, but also promotes lifelong learning” Bandura (1997)


Self System to MetacognitionOnce a student has decided to engage the Metacognition system helps to establish a learning goal


19

Metacognitive SystemMonitoring, evaluating, regulating the functioning, and all other types of thoughts

Associated with high intelligent behavior

3 functions◦ Specifying goals-establish clear learning goals and milestones

◦ Process monitoring-monitors efficiency of a procedure being used for a task

◦ Monitors clarity & accuracy- must consciously decide to approach given tasks with an eye on clarity & accuracy


Metacognitive System To CognitiveOnce the Metacognitive system is engaged it is continually interacting with the Cognitive system


20

Cognitive SystemResponsible for the effective procession of the information that is essential to the completion of a task such as◦ Analytic operations

◦ Making inferences

◦ Comparing

◦ Classifying


Cognitive System4 Levels◦ Retrieval

◦ Activation and transfer of knowledge

◦ Comprehension

◦ Translates knowledge into a from appropriate for storage in permanent memory

◦ Analysis

◦ Reasoned extension of knowledge

◦ Knowledge utilization

◦ Students employ when the wish to accomplish a specific task


21

Cognitive SystemLevel 1- Retrieval- activation and transfer of knowledge from permanent memory to working memory◦ Recognition-

◦ lower level ◦ rote memorization◦ Definitions◦ Uses permanent memory

◦ Recall-◦ Higher level◦ Requires some level of recognition and,◦ Production of related information◦ Uses working memory


Cognitive System continuedLevel 2- Comprehension- translates knowledge into a form appropriate for storage in permanent memory◦ Integrating- distilling knowledge down to its key

characteristics, organized in a generalized form

◦ Symbolizing- comprehension process of creating a symbolic analog of the knowledge contained in a macrostructure

◦ Pictographs

◦ Graphic organizers


22

Cognitive System continuedLevel 3- Analysis◦ Matching

◦ Similar/ differences

◦ Classifying

◦ Organizing knowledge into meaningful categories

◦ Analyzing errors or accuracy of knowledge

◦ Generalizing

◦ Constructing new generalization from information that is already known or observed

◦ Induction-reasoning from specific to general

◦ Deduction-reasoning from general to specific


Cognitive System continuedLevel 3- Analysis◦ Specifying

◦ Process of generating new application of a known generalization or principle


23

Cognitive System continuedLevel 4- Knowledge Utilization- generates new products and ideas◦ 4 components

◦ Decision making- student selects between 2 or more alternatives

◦ Problem solving- used when student attempts to accomplish a goal for which an obstacle exists

◦ Experimenting- generating and testing a hypothesis

◦ Investigating- generating and testing a hypothesis about past, present, or future events


Rigor and RelevanceThree systems of thinking (Marzano’s Taxonomy)

A. CognitiveB. Meta-cognitiveC. Self- system

Application-Complex application of knowledge◦ Moving from knowledge in one discipline to real-world

unpredictable situations

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


24

Explicit InstructionTeacher structures and directs learning process

Structured, clear, explicit

Emphasizes teachers’ role in maximizing academic learning time and learner’s role in actively constructing learning

Conceived for use in inclusive classrooms

Accommodations for diverse learners are integrated into the framework


Explicit InstructionHolistic

Integrates smaller leaning units into meaningful wholes

Is not skill and drill

Is developmentally appropriate

In not boring and alienating

Is not all teacher directed


25

Explicit InstructionTeacher knows precisely what she wants students to learn (be able to do at the end of the lesson)

Teacher focuses her attention and student’s attention on the task at hand

Teacher explains, models, gives examples/non-examples, restates when necessary, and helps students to state and restate goals and strategies


Pre-Instructional Set

Gain Student’s Attention

Inform Student of Lesson Objective

Use Informed Instruction

Preparing the Knowledge

Base for Instruction

Activate Prior

Knowledge

Review Previously

Learned Skills

Pre-Teach Key Vocabulary

Instruction

Cognitive Modeling

Guided & Independent

Practice

Closure

50

Explicit Instruction

26

Explicit InstructionIdentified Student Learning Needs◦ Acquisition: student has failed to acquire basic skills,

strategies, or content

◦ Consolidation: student has not mastered skills, strategies, or content to automaticity (fluency & speed)

◦ Mastery: student performance is fluent and automatic

◦ Explicit Instruction Checklist (1).docx


Active Engagement•Sustained involvement in learning activities

•Students have a choice/voice

•Positive affect

•Choose challenging activities

•Initiate action when given the opportunity

•Exert effort and concentration

•Show enthusiasm, interest, a & curiosity

•Associated with deeper, metacognitive, and self-regulatory strategies during the learning process


Explicit Instruction Checklist (1).docx

27

Monitoring Student UnderstandingKWLs

Portfolios

Rubrics

Sampling

Signaled responses

Individual private response


Infusion of Literacy into ECCJournaling

Project based learning

Vocabulary

Writing

Reading


28

EvaluationsSummative- given periodically to determine at a particular point in time what a student knows and doesn’t know related to district standards

Formative-part of the instructional process provides information needed to adjust teaching and learning


Formative EvaluationCombination of teacher observation, informal and formal testing, checklists, student rubrics


29

Formal Formative EvaluationsCurriculum Based Measurements (CBMs)◦ CBMs: an assessment tool composed of a set of standard

directions, set of materials, scoring rules, standards for judging performance

◦ Similar activity that student is engaged in

◦ Tests what you teach

◦ Designed to help TVIs decide what and how to teach

◦ Three types of CBMs


Formative EvaluationsThree types of Curriculum Based Measurements (CBMs)◦ Skill based measures (SBM)

◦ Mastery measures (MM)

◦ General Outcome Measures (GOMS) or progress monitoring


Three Types of CBMs.docx

30

Progress MonitoringIDEA 2004:◦ A description of how the child’s progress toward meeting

the annual goals will be measured and periodic reports will be provided


Progress MonitoringIts function is to ensure that instruction is working

Answers question is student making adequate progress toward IEP goal

Directly aligned with instruction, sensitive to learning, and given weekly


31

Progress MonitoringIs:◦ Tool to determine progress toward a goal

◦ A visual picture

Is Not:◦ An intervention

◦ Simply a chart of numbers


EvaluationsTypes◦ Product oriented

◦ Process oriented

◦ Anecdotal records

◦ Checklists

◦ Portfolio

◦ Rubrics


32

Effective Instructional Continuum“One thing’s for sure: If we keep doing what we’re doing, we’re going to keep getting what we’re getting”◦ Steven Covey


Self-DeterminationResearch ◦ Rubric Handouts\Copy of SevenComponentsofSelf-D.xlsx


Handouts/Copy of SevenComponentsofSelf-D.xlsx

33

Afternoon Activity1. Review Self-Determination Constructs and Rubric

2. Review Case Study

3. In small groups create 3-6 more lessons

4. Report to the large group


KWL

L what have you learned about an effective instructional continuum

for the ECC?

Gift of Time Matrix.doc


Gift of Time Matrix.doc

effective instructional continuum for the ecc

Documents