Presentation on theme: "Assessment: Expanded Core Curriculum Needs Screening to the IEP."— Presentation transcript:
Assessment: Expanded Core Curriculum Needs Screening to the IEP
Assessment Uses Current level of functioning Writing IFSP Outcomes and IEP Goals Monitoring Student Development (Oregon)
ECC Needs Screening EXPANDED CORE CURRICULUM SCREENING TOOL (To be completed annually) Student Name: ___________________________________ School: _________________________________________ Grade Level: _______ Age: ______ TVI: ________________________ Date of ECC Screening Tool: ________________________________ Date of IEP ____________to __________________ Check all who contributed to this screening tool: Parents/Family member General Education Teacher COMS Student Special Education Teacher Other: TVI
EVALS Evaluating Visually Impaired Students Using Alternate Learning Standards Emphasizing the Expanded Core Curriculum
Sections 1 and 2 Expanded Core Curriculum Abacus, Braille, Handwriting Listening, Nemeth, Organization Study skills, Tactile graphics, O&M (TAPS) Social Interaction, Independent Living and Recreation and Leisure Career Technology Visual Efficiency Self-Determination Transition
EVALS Section 3 Modified Curriculum (Academic and Basic) Health Language Arts Math Science Social Studies You should be using Core/Iowa Core Curriculum, but you could use these as another data source on the IEP.
Basic Skills Infused Skills Assessment Used to analyze the strengths and weaknesses of students with VI who may also have cognitive and behavioral challenges. Social Communication Emotional Development Senses/Motor Skills Basic Concepts Representation and Cognition
Assessment & Ongoing Evaluation-Independent Living Skills Social Competence Interaction with Family, Peers, and Others Self-concept Self-Care Dressing Grooming Play and Leisure Management of Leisure time Solitary Play and Leisure Activities
TAPS Comprehensive assessment tool to be used by Orientation and Mobility instructors to identify a student’s current functioning level in all areas of orientation and mobility Home/Living Environment Campus/School Environment Residential Environment Commercial Environment Public Transportation
Oregon Project for Preschool Children Who Are Blind or Visually Impaired Including those with Additional Disabilities Cognitive Language Social Vision Compensatory Self-Help Fine Motor Gross Motor
Scoring for EVALS Section 1 and 2 Directions: 1. For the Pre-test, assess each objective to determine present level of performance. Add all marks in the Pre-test C columns and record the subtotal at the bottom of each page, then add all of the subtotals together and enter the total in the "Total of this Skill Area.” 2. For the Post-test, review all areas of the assessment where programming has occurred or IEP goals have been addressed to determine what new skills are at the Competency (C) level. Add all marks in the New Cs column and record the subtotal at the bottom of each page, then add all of the subtotals together and enter the total in the "Total of this Skill Area. Determine progress by dividing the "Post- test" C's by the "Pre-test" C's.
Scoring Determining Progress=pre-test/post-test Skill AreasPre- test Date Assesso r CsPost- test Date AssessorNe w Cs Body Awarenes s (8) 9/12/1 0 Woodw ard 59/12/1 1 Woodwar d 8 Facial Expression s (5) 9/12/1 0 Woodw ard 29/12/1 1 Woodwar d 5 Total Pre- test 7Total Post- test 13
SUGGESTED Scoring Guide: Competency Competency for an objective is determined by the student's ability to perform a skill using one the following criteria: consistently ( 100% of the time) in at least one setting with minimal support (no more than 2 prompts) frequently (90%-100% of the time) in several settings with minimal support (no more than 2 prompts)
Determination of Progress: The following scale can be used to determine progress on the "Post-test:" 1 =none to minimal progress: less than 10% increase in skills. 2 = moderate progress: 10%- 19% increase in skills. 3 = substantial progress: 20% or greater increase in skills.
Scoring Activity Each person take an instrument and learn how to score it. Share with group so that everyone leaves with how to score each one. TAPS (pg. 2-3) Oregon (Directions at beginning) Assessment & Ongoing (pg.1-3) Basic Skills Infused Skills Assessment (pg )
Where Would I Put the Information from the Assessment on the IEP? Page B- Other Information Essential for the development of this IEP During the school year the Evals Kit was used for baseline data in the areas of keyboarding (29/29 skills) and visual efficiency-magnifier use (16/16). The student demonstrated all skills needed in these areas so areas were not added as IEP goals.
Transition IEP Living The student scored 65/65 in the area of Food Management and 30/52 in the area of Dressing. The student will need further instruction in dressing skills to increase success in post-secondary environment. The area of dressing will be addressed in the IEP.
Transition IEP Working The Student scored 15/52 skills in the Beginning Career Education Area. The student will need further instruction in this area which will be addressed in an IEP goal.
Goal Page Current Academic Achievement and Functional Performance Using the EVALS Kit, the student demonstrates pre-readiness skills including use of routines, anticipation, sequencing and finishing an activity. Same age peers are able to demonstrate these skills as well as skills in career information, locating employment and career planning as required in the 9 th grade Employability Skills of the Iowa Core Curriculum.
Baseline, Goal & Progress Monitoring Baseline : Currently, the student demonstrates 15/52 beginning career skills with one or less prompts, as assessed using the career rubric. Goal : In 36 weeks with instruction in career skills, the student will score 45/52 on the career rubric with one or less reminders (skills to include job behaviors and vocational skills). Progress Monitoring : Data will be collected once a week using the career rubric by the classroom teacher and the data will be charted every two weeks by the teacher of the visually impaired. When four or more points fall below the aimline an instructional change will be considered.