1. Karen E. Blankenship, Ph.D. Vanderbilt University Effective Instructional Continuum for Children & Youth who are Blind or VI

2. Learning Goals Participants will have an rudimentary understanding in the ECC continuum from assessment to evaluation for students with visual impairments. Karen Blankenship, 2013 2

3. Effective Instructional Continuum Karen Blankenship, 2013 3 EligibilityAssessment Program Planning Instruction Ongoing Evaluation

4. Eligibility Karen Blankenship, 2013 4 Two Prong Test(eligible/entitled) Disability that meets state criteria (certification) Disability impacts educational programming (verification)

5. Eligibility Karen Blankenship, 2013 5 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 oFVA oLMA oECC

6. Eligibility Karen Blankenship, 2013 6 Team gathers academic data Teacher of Students who are Blind or VI (TVI) responsibility Interpret and share information from eye report Use information to determine needed accommodations for the essential assessments (EA) Conduct EA and explain impact of disability and needed accommodations

7. Effective Instructional Continuum Karen Blankenship, 2013 7 EligibilityAssessment Program Planning Instruction Ongoing Evaluation

8. Assessment vs. Evaluation Karen Blankenship, 2013 8 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

9. Assessment Karen Blankenship, 2013 9 IDEA 2004: Eligibility/entitlement and 3 year re-evaluation Use 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 required Due 60 days from parent signature (part B) Due 45 days from parent signature (part C) Use technically sound instruments Administered by knowledgeable persons Valid, reliable, & comprehensive http://www.lighthouse.org/for-professionals/practice-management/patient-management-pediatrics/assessment-compendium/

10. IDEA 2004 Mandate Karen Blankenship, 2013 10 300.305 Additional requirements for evaluations and re- evaluations Iii. The present levels of academic achievement and related developmental needs of the child 300.320 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 education B. Meet each child’s other educational needs that result from the disability

11. RIOT Model Karen Blankenship, 2013 11 Review of records Medical Educational Interviews Families Students Education personnel

12. RIOT Model continued Karen Blankenship, 2013 12 Observations Home Community Classroom Lunchroom Play ground Computer lab Testing Formal Informal

13. Assessment Karen Blankenship, 2013 13 Guiding 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

14. Assessment Karen Blankenship, 2013 14 Purposes of Assessments for children who are blind or visually impaired Eligibility Two prong legal mandate evidence (certification) of a disability oEye health report Documented impact (verification) on educational program Essential Assessments (EA) Completed every 3 years unless team decides some information is not necessary Instruction Academic Functional ECC screen tool priority areas lead to assessment Conducted yearly for instruction

15. Assessments Karen Blankenship, 2013 15 Essential Assessments Functional 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 inventory Primary learning and literacy media Primary, secondary, & tertiary access to learning Reading & Listening comprehension Reading grade level Words read per minute

16. Effective Instructional Continuum Karen Blankenship, 2013 16 EligibilityAssessment Program Planning Instruction Ongoing Evaluation

17. Instruction Karen Blankenship, 2013 17 Assessment data drives instruction Quality content framework(long range) Quality lesson plans Measurable learning objectives Valid curriculum Research-based instructional strategies Amount of time needed to meet learning goals Evaluation and ongoing probes required

18. Explicit Instruction Karen Blankenship, 2013 18 Holistic 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

19. Quote Karen Blankenship, 2013 19 The ECC allows persons who are blind or visually impaired to opportunity to be equal and the right to be different Phil Hatlen, 1996

20. ECC Karen Blankenship, 2013 20 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.

21. ECC Content Areas Karen Blankenship, 2013 21 1. 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 Interaction

22. Self-Determination Karen Blankenship, 2013 22 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)

23. Self-Determination Karen Blankenship, 2013 23 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

24. Sensory Efficiency Karen Blankenship, 2013 24 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

25. Sensory Efficiency Karen Blankenship, 2013 25 Primary Learning Modes Auditory Visual Tactual Secondary Learning Modes Olfactory Gustatory Proprioceptive & Vestibular

26. Effective Instructional Continuum Karen Blankenship, 2013 26 EligibilityAssessmentProgram PlanningInstruction Ongoing Evaluation

27. IDEA 2004 Karen Blankenship, 2013 27 Individualized 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) oSevere cognitive disabilities Benchmarks Standards based IEPs

28. Program Planning Karen Blankenship, 2013 28 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

29. Addressing State Curriculum Standards Karen Blankenship, 2013 29 Standards State Assessment Curriculum/ instruction

30. Instruction Karen Blankenship, 2013 30 How to implement research-based instructional strategies to meet measurable IEP goals Explicit instruction http://aim.cast.org/learn/historyarchive/backgroundpapers/explicit_instru ction http://aim.cast.org/learn/historyarchive/backgroundpapers/explicit_instru ction Evidence based practices Repeated reading Marzano’s work

31. Effective Instructional Continuum Karen Blankenship, 2013 31 EligibilityAssessment Program Planning InstructionOngoing Evaluation

32. Evaluations Karen Blankenship, 2013 32 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

33. Formative Evaluation Karen Blankenship, 2013 33 Combination of teacher observation, informal and formal testing, checklists, student rubrics

34. Progress Monitoring Karen Blankenship, 2013 34 IDEA 2004: A description of how the child’s progress toward meeting the annual goals will be measured and periodic reports will be provided

35. Formal Formative Evaluations Karen Blankenship, 2013 35 Curriculum 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

36. Formative Evaluations Karen Blankenship, 2013 36 Three types of Curriculum Based Measurements (CBMs) Skill based measures (SBM) Mastery measures (MM) General Outcome Measures (GOMS) or progress monitoring

37. Effective Instructional Continuum Karen Blankenship, 2013 37 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

38. Closure We must follow the effective instructional continuum to improve student outcomes which will in turn improve post secondary outcomes. Everything begins with assessment Instruction must be data-driven Must be able to demonstrate that what we are teaching makes a difference Karen Blankenship, 2013 38

39. Resources Karen Blankenship, 2013 39 Iowa ECC Resource Guides http://www.iowa.gov/educate/index.php?option=com_content&task=view&id=576&It emid=1610 http://www.iowa.gov/educate/index.php?option=com_content&task=view&id=576&It emid=1610 Classroom & Schools that Work- Marzano (2005) EVALs- Texas School for the Blind Quality Programs for Students with Visual Impairments @ qpvi.com Results Based Accountability: http://www.raguide.org/RA/index.htm http://www.raguide.org/RA/index.htm Essential Assessments Earubric. Com