Karen E. Blankenship, Ph.D. Vanderbilt University Effective Instructional Continuum for Children &...

Karen E. Blankenship, Ph.D.Vanderbilt University

Effective Instructional Continuum for Children & Youth who are Blind

or VI

Learning GoalsParticipants will have an rudimentary understanding in the ECC continuum from assessment to evaluation for students with visual impairments.

Karen Blankenship, 20132

Effective Instructional Continuum


Eligibility


Two Prong Test(eligible/entitled)Disability that meets state criteria

(certification)Disability impacts educational programming

(verification)

Eligibility


Part B Does the student have a visual impairment

based on current (within 12 months) eye report? (review medical/health records) (eligibility)

If the student has a documented visual impairment how does it impact general education (entitled)?Essential Assessments

oFVAoLMAoECC

Eligibility


Team gathers academic dataTeacher of Students who are Blind or VI

(TVI) responsibilityInterpret and share information from eye

reportUse information to determine needed

accommodations for the essential assessments (EA)

Conduct EA and explain impact of disability and needed accommodations



Assessment vs. Evaluation


Assessment 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

Assessment


IDEA 2004: Eligibility/entitlement and 3 year re-evaluationUse a variety of assessment tools and strategies to

gather relevant functional (ECC), developmental, and academic information about the child, including information provided by the parent and other pertinent members of the team

Parent permission is requiredDue 60 days from parent signature (part B)Due 45 days from parent signature (part C)

Use technically sound instrumentsAdministered by knowledgeable personsValid, reliable, & comprehensive

http://www.lighthouse.org/for-professionals/practice-management/patient-management-pediatrics/assessment-compendium/

IDEA 2004 Mandate


300.305 Additional requirements for evaluations and re-evaluationsIii. The present levels of academic achievement and

related developmental needs of the child300.320 Definition of IEP

(1) A statement of the child’s present levels of academic achievement and functional performance including (i) how the child’s disability affects involvement in the general

education(2) A statement of measurable goals, including

academic and functional designed to..A. Meet the child’s need that results from disability to meet

general educationB. Meet each child’s other educational needs that result from

the disability

RIOT Model


Review of recordsMedicalEducational

InterviewsFamiliesStudentsEducation personnel

RIOT Model continued


ObservationsHomeCommunityClassroomLunchroomPlay groundComputer lab

TestingFormalInformal

Assessment


Guiding PrinciplesEverything begins with assessmentRoutine based for students with significant disabilitiesAlways include families and give them a prominent voiceAdhere to RIOT modelDifferent protocols, tools and strategies for varying age,

acuity, and ability levelsCollaborative EffortValid and reliable for students with VIConducted over numerous days with various times of the

day and environmentsFamily-centered and routine based for Birth-5

Assessment


Purposes of Assessments for children who are blind or visually impairedEligibility

Two prong legal mandate evidence (certification) of a disability

o Eye health reportDocumented impact (verification) on educational

program Essential Assessments (EA)Completed every 3 years unless team decides some

information is not necessaryInstruction

AcademicFunctional

ECC screen tool priority areas lead to assessmentConducted yearly for instruction

Assessments


Essential AssessmentsFunctional Vision Assessment (FVA)

How well vision is used in performing daily activities in a variety of settings

Learning Media Assessment (LMA), including a basic reading inventoryPrimary learning and literacy media

Primary, secondary, & tertiary access to learning

Reading & Listening comprehensionReading grade levelWords read per minute



Instruction


Assessment data drives instructionQuality content framework(long range)Quality lesson plans

Measurable learning objectives Valid curriculumResearch-based instructional strategiesAmount of time needed to meet learning

goalsEvaluation and ongoing probes required

Explicit Instruction


HolisticIntegrates smaller leaning units into

meaningful wholesIs not skill and drillIs developmentally appropriateIn not boring and alienatingIs not all teacher directed

Quote


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

Phil Hatlen, 1996

ECC


The ECC is not new, elements of it have been known for years. 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. Much more has been written about orientation and mobility and career education.

ECC Content Areas


1. Assistive Technology/ Technology2. Career Education, including transition3. Compensatory or Access Skills,

including braille and communication4. Independent Living5. Orientation & Mobility6. Recreation & Leisure7. Self-Determination8. Sensory Efficiency9. Social Interaction

Self-Determination


A combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior. An understanding of one’s strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination. When acting on the basis of these skills and attitudes, individuals have greater ability to take control of their lives and assume the role of successful adults in society.

Field, Martin, Ward & Wehmeyer (1998)

Self-Determination


7 Constructs (Lane, Carter, & Sisco ,2012) Self-Awareness Self-Advocacy Choice Making Self-Management Self-Knowledge Decision Making Goal Setting

10 teachable skills Choice Making Decision Making Problem-Solving Goal Setting & Attainment Self-Observation, Evaluation, & Reinforcement Self-Instruction, Self-Understanding, Self-Advocacy, &

Leadership Positive Self-Efficacy and Outcome Expectancy Self-Awareness

Sensory Efficiency


Sensory efficiency is a term used in the context of the Expanded Core Curriculum to refer to the functionality of each of the seven sensory channels. Efficiency describes how well each of them receives, transmits, and interprets sensory information from sources in the environment. Any sensory channel can be impaired in a way that causes it to function less efficiently, thus compromising the quality of information gathered by it. When one sensory channel is impaired, the efficiency of other channels becomes even more important. Professionals serving learners with visual impairments need to ensure that sensory information is available to the maximum extent possible through all viable sensory channels. Millie Smith 2007

Sensory Efficiency


Primary Learning Modes Auditory Visual Tactual

Secondary Learning Modes Olfactory Gustatory Proprioceptive & Vestibular



IDEA 2004


Program Planning


IEP Access to general education Type of service

Intensity and duration Natural learning environment

Amount of time Present level of academic (functional) performance Measurable goals Benchmarks for student with additional disabilities Did you discuss braille, AT, behavior plans, & communication

systems? Align with Common Core Standards

Addressing State Curriculum Standards


Standards

State AssessmentCurriculum/ instruction

Instruction


How to implement research-based instructional strategies to meet measurable IEP goalsExplicit instruction

http://aim.cast.org/learn/historyarchive/backgroundpapers/explicit_instruction

Evidence based practicesRepeated readingMarzano’s work



Evaluations


Summative- 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 Evaluation


Combination of teacher observation, informal and formal testing, checklists, student rubrics

Progress Monitoring


IDEA 2004:A description of how the child’s progress

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

Formal Formative Evaluations


Curriculum Based Measurements (CBMs)CBMs: an assessment tool composed of a set

of standard directions, set of materials, scoring rules, standards for judging performanceSimilar activity that student is engaged inTests what you teachDesigned to help TVIs decide what and how to teach

Formative Evaluations


Three types of Curriculum Based Measurements (CBMs)Skill based measures (SBM)Mastery measures (MM)General Outcome Measures (GOMS) or

progress monitoring



One thing’s for sure: If we keep doing what we’re doing, we’re going to keep getting what we’re gettingSteven Covey

ClosureWe must follow the effective

instructional continuum to improve student outcomes which will in turn improve post secondary outcomes.

Everything begins with assessmentInstruction must be data-drivenMust be able to demonstrate that

what we are teaching makes a difference


Resources


Iowa ECC Resource Guides http://www.iowa.gov/educate/index.php?option=com_content&t

ask=view&id=576&Itemid=1610Classroom & Schools that Work- Marzano (2005)EVALs- Texas School for the BlindQuality Programs for Students with Visual

Impairments @ qpvi.comResults Based Accountability:

http://www.raguide.org/RA/index.htm Essential Assessments

Earubric. Com

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Karen E. Blankenship, Ph.D. Vanderbilt University Effective Instructional Continuum for Children &...

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