Effective Instructional Continuum for the ECC
Transcript of Effective Instructional Continuum for the ECC
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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?
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Effective Instructional Continuum
Improved Student
Outcomes
Assessment
Program Planning
(IEP)
Effective Instruction
Ongoing Evaluation
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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
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Essential Assessment1. FVA
2. LMA
3. ECC
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RIOT ModelReview of records
◦ Medical
◦ Educational
Interviews
◦ Families
◦ Students
◦ Education personnel
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RIOT Model continuedObservations◦ Home◦ Community◦ Classroom◦ Lunchroom◦ Play ground◦ Computer lab
Testing◦ Formal◦ Informal
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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)
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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
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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
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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
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Types of Rubrics 1. Holistic (content)
2. Analytic (quality)
Marzano states that there are two kinds of rubrics◦ Informational (content)
◦ Process and skills (quality)
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Effective Instructional Continuum
Student Outcomes
Assessment
Program Planning
(IEP)
Effective Instruction
Ongoing Evaluation
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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)
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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
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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
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Development, Review, and Revision of IEP
Development◦ Academic, developmental, and functional needs
◦ Consideration of special factors
◦ Behavior
◦ ELL
◦ Braille
◦ Communication
◦ AT
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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
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Effective Instructional Continuum
Student Outcomes
Assessment
Program Planning
(IEP)
Effective Instruction
Ongoing Evaluation
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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
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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.
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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
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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.
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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
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Assessment Data Drives Instruction
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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
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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
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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
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New Taxonomy3 Domains of Knowledge◦ Information
◦ Mental Procedures
◦ Psychomotor Procedures
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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)
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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
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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”
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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
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Motivation
Importance Efficacy Emotional Response
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Self System
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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)
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Self System to MetacognitionOnce a student has decided to engage the Metacognition system helps to establish a learning goal
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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
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Metacognitive System To CognitiveOnce the Metacognitive system is engaged it is continually interacting with the Cognitive system
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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
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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
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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
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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
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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
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Cognitive System continuedLevel 3- Analysis◦ Specifying
◦ Process of generating new application of a known generalization or principle
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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
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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
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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
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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
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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
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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
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Explicit Instruction
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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
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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
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Monitoring Student UnderstandingKWLs
Portfolios
Rubrics
Sampling
Signaled responses
Individual private response
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Infusion of Literacy into ECCJournaling
Project based learning
Vocabulary
Writing
Reading
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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
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Formative EvaluationCombination of teacher observation, informal and formal testing, checklists, student rubrics
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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
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Formative EvaluationsThree types of Curriculum Based Measurements (CBMs)◦ Skill based measures (SBM)
◦ Mastery measures (MM)
◦ General Outcome Measures (GOMS) or progress monitoring
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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
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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
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Progress MonitoringIs:◦ Tool to determine progress toward a goal
◦ A visual picture
Is Not:◦ An intervention
◦ Simply a chart of numbers
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EvaluationsTypes◦ Product oriented
◦ Process oriented
◦ Anecdotal records
◦ Checklists
◦ Portfolio
◦ Rubrics
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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
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Self-DeterminationResearch ◦ Rubric Handouts\Copy of SevenComponentsofSelf-D.xlsx
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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
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KWL
L what have you learned about an effective instructional continuum
for the ECC?
Gift of Time Matrix.doc
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